Washback from Four-Skills English Exams in the Japanese Secondary School Context
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| Title: | Washback from Four-Skills English Exams in the Japanese Secondary School Context |
|---|---|
| Language: | English |
| Authors: | David Allen (ORCID |
| Source: | Language Assessment Quarterly. 2024 21(4-5):473-505. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Testing Problems, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, College Entrance Examinations, Language Tests, Alignment (Education), Curriculum Design, Teaching Methods, Language Skills, Teacher Attitudes, Student Attitudes |
| Geographic Terms: | Japan |
| DOI: | 10.1080/15434303.2024.2440895 |
| ISSN: | 1543-4303 1543-4311 |
| Abstract: | The use of four-skills language exams to support the achievement of curriculum goals in Japan is an under-researched yet critical topic. This study focuses on washback from the Cambridge B1 Preliminary and B2 First exams, which were used as fixed-point tests at a senior high school. A mixed-methods approach was adopted, utilizing data from teachers and learners, and from tests, documents, surveys, interviews, and observations. Strong negative washback was observed from the Japanese university entrance exams, whereas no such effects were noted for the Cambridge exams, which were perceived as aligned with the curriculum and teaching objectives. The findings are discussed in relation to studies of washback in secondary school contexts worldwide. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455911 |
| Database: | ERIC |
| Abstract: | The use of four-skills language exams to support the achievement of curriculum goals in Japan is an under-researched yet critical topic. This study focuses on washback from the Cambridge B1 Preliminary and B2 First exams, which were used as fixed-point tests at a senior high school. A mixed-methods approach was adopted, utilizing data from teachers and learners, and from tests, documents, surveys, interviews, and observations. Strong negative washback was observed from the Japanese university entrance exams, whereas no such effects were noted for the Cambridge exams, which were perceived as aligned with the curriculum and teaching objectives. The findings are discussed in relation to studies of washback in secondary school contexts worldwide. |
|---|---|
| ISSN: | 1543-4303 1543-4311 |
| DOI: | 10.1080/15434303.2024.2440895 |
