The Washback Impact of the Iranian University Entrance Examination on Pre-University English Teachers

This study examines the nature and scope of the washback impact of the university entrance examination (UEE) on pre-university English teachers' (PETs) perceptions. Teaching experience, educational background, professionalism, and gender were studied as independent variables. Based on stratifie...

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Vydané v:Journal of Asia TEFL Ročník 5; číslo 3
Hlavní autori: Ghorbani, Mohammad Reza, Arshad Abd. Samad, Gani, Mohd Sahandri
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Seoul Asia TEFL 01.10.2008
Predmet:
Classrooms
College English
Colleges & universities
Compulsory Education
Course Descriptions
Curriculum Design
Curriculum Development
Data
Educational Background
English (Second Language)
English teachers
Entrance examinations
Focus groups
Higher education
Instructional Materials
Interviews
Junior High Schools
Language Teachers
Learning Processes
Perceptions
Periodicals
Pets
Professionalism
Questionnaires
Random sampling
Sampling
Student Participation
Supervision
Teacher Competency Testing
Teachers
Teaching
Teaching Experience
Teaching Methods
Variables
Washback
ISSN:1738-3102, 2466-1511
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Abstract This study examines the nature and scope of the washback impact of the university entrance examination (UEE) on pre-university English teachers' (PETs) perceptions. Teaching experience, educational background, professionalism, and gender were studied as independent variables. Based on stratified random sampling, 377 PETs were selected to respond to the questionnaires. Eight PETs were also purposively selected to participate in two focus group interviews. Pearson product moment and t-test were used to analyze the quantitative data from the survey questionnaires and a systematic note-based technique recommended by Kruger (2002) was used to analyze the qualitative data from the focus group interviews. The findings show that only PETs' perceived professionalism in teaching was associated with their perceptions (r = .38). All of the interviewed PETs perceived the negative effect of the UEE and expected the authorities to reform it based on the current teaching and testing theories.
AbstractList This study examines the nature and scope of the washback impact of the university entrance examination (UEE) on pre-university English teachers' (PETs) perceptions. Teaching experience, educational background, professionalism, and gender were studied as independent variables. Based on stratified random sampling, 377 PETs were selected to respond to the questionnaires. Eight PETs were also purposively selected to participate in two focus group interviews. Pearson product moment and t-test were used to analyze the quantitative data from the survey questionnaires and a systematic note-based technique recommended by Kruger (2002) was used to analyze the qualitative data from the focus group interviews. The findings show that only PETs' perceived professionalism in teaching was associated with their perceptions (r = .38). All of the interviewed PETs perceived the negative effect of the UEE and expected the authorities to reform it based on the current teaching and testing theories.
Author Arshad Abd. Samad
Gani, Mohd Sahandri
Ghorbani, Mohammad Reza
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College English
Colleges & universities
Compulsory Education
Course Descriptions
Curriculum Design
Curriculum Development
Data
Educational Background
English (Second Language)
English teachers
Entrance examinations
Focus groups
Higher education
Instructional Materials
Interviews
Junior High Schools
Language Teachers
Learning Processes
Perceptions
Periodicals
Pets
Professionalism
Questionnaires
Random sampling
Sampling
Student Participation
Supervision
Teacher Competency Testing
Teachers
Teaching
Teaching Experience
Teaching Methods
Variables
Washback
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