Investigating preuniversity EFL teachers’ perceived wash-back effects of university entrance exams and teaching materials on students’ learning objectives and teachers’ class performance

References

• Akpinar, K. D., & Cakildere, B. (2013). Wash-back effects of high-stakes language tests of turkey (KPDS and USD) on productive and receptive skills of academic personnel. Journal of Language and Linguistics Studies, 9(2), 81-94.
   Google Scholar
• Alderson, J. C., & Wall, D. (1993). Does wash-back exist? Applied Linguistics, 14(2), 115–129. 41. doi:10.1093/applin/14.2.115.
   Web of Science ®Google Scholar
• Andrews, S., Fullilove, J., & Wong, Y. (2002). Targeting wash-back – A case study. System, 30, 207–223. doi:10.1016/S0346-251X(02)00005-2
   Google Scholar
• Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
   Google Scholar
• Bailey, K. M. (1999). Wash-back in language testing. TOEFL Monograph Series. Report Number: RM-99-04, TOEFL-MS-15. Princeton, NJ: Educational Testing Service. Retrieved March 11, 2001, from http://www.ets.org/.
   Google Scholar
• Baker, E. (1991). Alternative assessment and national policy. Paper presented at the National Research Symposium on Limited English Proficient Students’ Issues: Focus on Evaluation and Measurement. Washington, DC.
   Google Scholar
• Bonkowski, F. (1996). An instrument for the assessment of teaching materials (Unpublished manuscript), Lancaster University, England.
   Google Scholar
• Burrows, C. (1998). Searching for washback: An investigation into the impact on teachers of the implementation into the adult migrant English program of the certificate in spoken and written English (Unpublished doctoral dissertation). Macquarie University, Sydney, Australia.
   Google Scholar
• Burrows, C. (2005). Wash-back in classroom-based assessment: A study of the wash-back effect in the Australian adult migrant English program. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Wash-back in language testing: Research context and methods (pp. 113–128). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Caine, A. N. (2005). EFL examination washback in japan: Investigating the effect of oral assessment on teaching and learning. MA thesis. England: The University of Manchester.
   Google Scholar
• Cheng, L. (1997a). How does wash-back influence teaching? Implications for Hong Kong. Language and Education, 11(1), 38–54. doi:10.1080/09500789708666717
   Google Scholar
• Cheng, L. (1997b) The wash-back effect of public examination change in classroom teaching: An impact study of the 1996 Hong Kong Certificate of Education in English on the classroom teaching of English in Hong Kong secondary schools (Unpublished Ph.D. thesis). Hong Kong: University of Hong Kong.
   Google Scholar
• Cheng, L. (1999). Changing assessment: Wash-back on teacher perspectives and actions. Teaching and Teacher Education, 15(3), 253–271. doi:10.1016/S0742-051X(98)00046-8
   Web of Science ®Google Scholar
• Cheng, L. (2005). Changing language teaching through language testing: A washback study. Cambridge, England: Cambridge University Press.
   Google Scholar
• Frederiksen, J. R., & Collins, A. (1989). A systems approach to educational testing. Educational Researcher, 18(9), 27–32. doi:10.3102/0013189X018009027
   Google Scholar
• Glover, P. (2006). Examination influence on how teachers teach: A study of teacher talk (Unpublished Ph.D. thesis). Department of Linguistics and Modern English Language, Lancaster University, Lancaster, England.
   Google Scholar
• Gokturk Saglam, A. L. (2018). Can exams change how and what teachers teach? Investigating the wash-back effect of a university English language proficiency test in the Turkish context. Eurasian Journal of Applied Linguistics, 4(2), 155–176. doi:10.32601/ejal.464094
   Web of Science ®Google Scholar
• Hamp-Lyons, L. (1996). Ethical test preparation practice: The case of the TOEFL (Unpublished manuscript).
   Google Scholar
• Hamp-Lyons, L. (1998). Ethical test preparation practice: The case of the TOEFL. TESOL Quarterly (Forum Commentary), 32(2), 329–337. doi:10.2307/3587587
   Web of Science ®Google Scholar
• Hargreaves, E. (1997). The diploma disease in Egypt: Learning, teaching and the monster of the secondary leaving certificate. Assessment in Education: Principles, Policy & Practice, 4(1), 161–176. doi:10.1080/0969594970040111
   Google Scholar
• Hawkey, R. (2006). Impact theory and practice: Studies of the IELTS test and Progetto Lingue 2000. Cambridge: CUP.
   Google Scholar
• Hughes, A. (1993). Backwash and TOEFL 2000 (Unpublished manuscript). University of Reading.
   Google Scholar
• Lam, H. P. (1993). Wash-back-Can it is quantified? A study on the impact of English examinations in Hong Kong (Unpublished MA dissertation). University of Leeds, UK.
   Google Scholar
• Lam, H. P. (1994). Methodology wash-back – An insider’s view. In D. Nunan, R. Berry, & V. Berry (Eds.). Bringing about change in language education: Proceedings of the International Language in Education Conference 1994 (pp. 83–102). Hong Kong: University of Hong Kong.
   Google Scholar
• Maniruzzaman, M. (2012). Relations of wash-back to the teachers of English as a foreign language at the SSC level. Bangladesh Journal of Public Administration, 12, 20–30.
   Google Scholar
• Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13–23. doi:10.3102/0013189X023002013
   Google Scholar
• Messick, S. (1996). Validity and wash-back in language testing. Language Testing, 13(3), 241–256. doi:10.1177/026553229601300302
   Google Scholar
• Nikolov, M. (1999). Classroom observation project. In H. Fekete, E. Major, & M. Nikolov (Eds.), In English language education in Hungary: A baseline study (pp. 221–246). Budapest: The British Council Hungary.
   Google Scholar
• Nur Cholis, H. W., & Rizqi, F. (2018). Senior high school English teachers’ perceptions of a high-stakes test (SBMPTN): A wash-back study. International Journal of Education & Literacy Studies, 6(3), 47–52. doi:10.7575/aiac.ijels.v.6n.3p.47
   Google Scholar
• Rostampour, M. (2015) Positive and negative effects of wash-back on teachers’ and learners’ educational behaviors in reading comprehension courses in B.A. EFL classes at Shiraz (Unpublished doctoral dissertation) Islamic Azad University, Shiraz, Iran.
   Google Scholar
• Saif, S. (2006). Aiming for positive wash-back: A Case study of international teaching assistants. Language Testing, 23(1), 1–34. doi:10.1191/0265532206lt322oa
   Google Scholar
• Shepard, L. (1990). Inflated test score gains: Is the problem old norms or teaching to the test? Educational Measurement: Issues and Practice, 15–22. doi:10.1111/j.1745-3992.1990.tb00374.x
   Google Scholar
• Shepard, L. (1991). Will national tests improve student learning? Phi Delta Kappan, 73(3), 232–238.
   Web of Science ®Google Scholar
• Shepard, L. (1993). Evaluating test validity. Review of Research in Education, 19, 405–450.
   Web of Science ®Google Scholar
• Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: Wash-back effect over time. Language Testing, 13(3), 298–317. doi:10.1177/026553229601300305
   Google Scholar
• Wall, D., & Alderson, C. (1996). Examination wash-back: The Sri Lankan impact study. In A. Cumming & R. Berwick (Eds.), Validation in language testing (pp. 194–221). Philadelphia: Multilingual Matters.
   Google Scholar
• Wall, D. (1999). The impact of high-stakes examinations on classroom teaching: A case study using insights from testing and innovation theory (Unpublished Ph.D. thesis) Department of Linguistics and Modern English Language, Lancaster University, Lancaster, England.
   Google Scholar
• Wall, D., & Horak, T. (2006). The impact of changes in the TOEFL examination on teaching and learning in Central and Eastern Europe: Phase 1, the baseline study. Princeton, NJ: Educational Testing Service.
   Google Scholar
• Wang, Y. W. (1997). An investigation of textbook materials designed to prepare students for the IELTS test: A study of washback (Unpublished M.A. dissertation). Department of Linguistics and Modern English Language, Lancaster University, Lancaster, UK.
   Google Scholar
• Watanabe, Y. (1996). Does grammar translation come from the entrance examination? From classroom-based research. Language Testing, 13(3), 318–333. doi:10.1177/026553229601300306
   Google Scholar
• Watanabe, Y. (1997). The wash-back effects of the Japanese university entrance examinations of English-classroom-based research (Unpublished Ph.D. thesis). Department of Linguistics and Modern English Language, Lancaster University, Lancaster, England.
   Google Scholar