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https://ptsldigital.ukm.my/jspui/handle/123456789/487721| Title: | The washback effects of the entrance examination of Universities (EEOU) on the Iranian high school English teacher, students and parents |
| Authors: | Hadi Salehi (P45592) |
| Supervisor: | Melor Md Yunus, Dr. |
| Keywords: | Washback effects Entrance examination of Universities EEOU Iranian high school English teacher students and parents Educational tests and measurements--Iran |
| Issue Date: | 10-Dec-2012 |
| Description: | The Entrance Examination of Universities (EEOU) in Iran is a multiple-choice highstakes test designed to screen the high school graduates for admission into higher education. Such a test clearly affects its stakeholders and this effect, generally known as washback, can be considered negative or positive depending on the test and its intended use. Washback is an area where the literature in both language education and general education is long on assertion but short on empirical investigation. It was the pressing need for the empirical support which gave the impetuous to the present study. This study aimed to investigate the nature and scope of the English section of the EEOU washback effect on English teaching and learning in Iranian high schools based upon the teachers, students and parents perceptions. To achieve this aim, three types of instruments were developed to collect the required data. They included (a) teachers, students and parents questionnaires, (b) classroom observation scheme and (c) interview protocols. A mixed method approach was applied by combining quantitative and qualitative data analysis to interpret and triangulate the obtained results. In the quantitative part of the study, three sets of validated questionnaires were administered to random sample of 132 high school English teachers, 298 preuniversity students and 253 parents, respectively, in the city of Isfahan, Iran. In the qualitative part, 3 pre-university English classes were observed for eight weeks, and 6 teachers, 10 pre-university students and 5 parents were interviewed. Both quantitative and qualitative data were categorized, coded and analyzed based upon the main themes and the respective research questions. The data analysis revealed that the EEOU affects both what and how English teachers teach as well as what and how high school students learn. The EEOU was negatively directing the pre-university students and their English teachers towards doing grammar-based exercises using Persian language as the medium of instruction in English classrooms. Additionally, little attention was given to the three language skills of speaking, writing and listening as these skills are not tested in the EEOU. A basic revision of the English textbooks and the EEOU format and content was recommended by most of the participants which can, in turn, affect teaching and learning activities in the high schools and preuniversity centers. Moreover, the necessity of conducting various research studies on other stakeholders of this high-stakes exam to know their perceptions of this exam seems apparent.,PhD |
| Pages: | 460 |
| Call Number: | LB3060.285.I7 .S239 2012 |
| Publisher: | UKM, Bangi |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan |
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| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_74897+Source01+Source010.PDF Restricted Access | 9.56 MB | Adobe PDF |  View/Open |
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