The washback effects of the oral proficiency interview on English as a foreign language students' participation in speaking activities (Record no. 20087)

MARC details
000 -LEADER
fixed length control field 02400nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210141615.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Kabbara, Zeina
Miscellaneous information Master English Language Teaching (ELT)
245 14 - TITLE STATEMENT
Title The washback effects of the oral proficiency interview on English as a foreign language students' participation in speaking activities
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. University of Balamand. Faculty of Arts and Social Sciences
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 162 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Test washback is a complex phenomenon that needs to be further investigated to better understand the power that tests may have on learning and teaching. Tests can be used as powerful agents to exert positive changes in students' perceptions and study habits, as is the case of the OPI in the American academic and government settings. In this sense, this research was designed as an exploratory case study that utilized a mix of qualitative and quantitative research methods and various research instruments, namely questionnaires, observations, diaries, and self-assessment reports. The study was conducted with 17 undergraduate students in the intensive English program at a private university in North Lebanon. The aim of this study was to explore whether the introduction of the OPI as a midterm oral test has washback effects on students' participation in oral test preparation, whether the administration of the OPI has washback effects on students' perceptions of the test, and whether the washback effects in both cases are positive, neutral, or negative. Data analysis revealed that the introduction of the OPI did not create considerable changes in students' attitudes towards English speaking or their behaviors in terms of the frequency and the quality of their English utterances during classroom activities, thus the neutral washback effects. On the contrary, the administration of the OPI exerted slight positive washback effects in terms of students' perceptions of the test as a speaking assessment.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=92523">http://search.shamaa.org/FullRecord?ID=92523</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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