Stakes, Needs and Washback: An Investigation of the English Benchmark Policy for Graduation and EFL Education at Two Technological Universities in Taiwan

• Main Authors: Hsiu-yu Chu, 朱秀瑜
• Other Authors: Hsi-nan Yeh
• Format: Others
• Language: en_US
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/943pts

博士 === 國立臺灣師範大學 === 英語學系 === 97 === Abstract This present study investigated the washback effects of the English exit exam, the stakes of the graduation benchmark policy and possible mediating factors at two technological universities in Taiwan, which had similar English benchmark policies for graduation. Students’ English language needs were also investigated for their relationship with the graduation benchmark requirement and the EFL higher education based on the assumption that positive washback is likely to be generated if students’ language needs are taken into consideration. Both qualitative and quantitative approaches were employed for the present study. Qualitatively, classroom observations and interviews with different stakeholders were conducted and the teaching materials and GEPT test samples were collected for all the related issues. Quantitatively, the Teachers’ Questionnaire (TQ) and Students’ Questionnaire 1 (SQ1) were conducted to explore issues on washback and stakes. Students’ Questionnaire 2 (SQ2) was used to collect information on students’ language needs. Data from different sources were analyzed and triangulated throughout the research project to ensure validity of the results and avoid possible biases. The results show that the washback on teaching was limited to only a “superficial” level, such as teaching test-taking strategies, delivering test information, using GEPT mock tests and so on. The washback on learning was also very little and mostly negative, because the benchmark was too high for a majority of students, while it was of little help to a few high-achieving students in terms of their eagerness to learn English. The perceived stakes of the English exit exam and its make-up measures were generally low among teachers and students. Although most teachers and low-achieving students worried about the graduation benchmark, they tended not to believe the possible consequences to suffer. The low stakes of the graduation benchmark policy were associated with its limited washback on teaching and learning. The investigation into students’ actual English language needs in the future job market, the EFL higher education and the graduation benchmark requirement show that the three areas did not match well with each other, reducing the possible positive washback that the English exit exam could generate on teachers and students. Also, no effective mediating factors were found to affect the washback effects except that teachers with more administrative experience tended to perceive more pressure from the school administration, and students with low English proficiency worried more about the English exit exam. The findings of the present study were reviewed through Green’s (2007) model of washback and were fully explained, confirming the important roles of test stakes, test difficulty and language needs as reflected in the test design whenever washback is to be taken into consideration. It is also suggested that the English benchmark for graduation should no longer be one fixed line which appears to be high for low-achieving students but low for high-achieving ones. Accordingly, renovated curriculum and tests that aim at students’ language needs and their progress in relation to their entry level might be able to push the currently weak and negative washback towards a healthier dimension.