نمایش مختصر رکورد

dc.contributor.authorMontasseri, Zahraen_US
dc.contributor.authorAhmadi, Alirezaen_US
dc.date.accessioned1402-01-21T07:37:43Zfa_IR
dc.date.accessioned2023-04-10T07:37:43Z
dc.date.available1402-01-21T07:37:43Zfa_IR
dc.date.available2023-04-10T07:37:43Z
dc.date.issued2022-07-01en_US
dc.date.issued1401-04-10fa_IR
dc.date.submitted2022-01-26en_US
dc.date.submitted1400-11-06fa_IR
dc.identifier.citationMontasseri, Zahra, Ahmadi, Alireza. (2022). Washback Effects of an Interactional Competence Checklist. Teaching English Language, 16(2), 285-314. doi: 10.22132/tel.2022.143777en_US
dc.identifier.issn2538-5488
dc.identifier.issn2538-547X
dc.identifier.urihttps://dx.doi.org/10.22132/tel.2022.143777
dc.identifier.urihttp://www.teljournal.org/article_143777.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/951386
dc.description.abstractThe concept of interactional competence and its assessment as a complex language ability has long been a concern for research. A more recent approach to testing this construct has called for an investigation into the commonly-used concept of washback which refers to the effect of testing on teaching and learning.  This study aimed to investigate the washback effect of an interactional competence checklist on EFL teaching and learning. The study combined qualitative and quantitative research methods within a comparative design between an experimental and a control group of 27 advanced English learners. Data was collected through students' oral performance, teacher and student surveys, the IC checklist, and classroom observations. The data were analyzed using mixed ANOVA and content analysis using coding schemes and themes to compare the scores obtained before and after the treatment. The study revealed a statistically significant difference in learners' interactive oral performance before and after the implementation of the checklist. Results indicated positive washback in aspects including familiarity with the checklist, test quality, interpretation and use, motivation, professional development, and learners' studying habits. The implications for the classroom are that language program administrators and curriculum designers can introduce modifications in developing materials that foreground a focus on interactional competence.en_US
dc.format.extent416
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherTeaching English Language and Literature Society of Iran (TELLSI)en_US
dc.publisherانجمن آموزش زبان و ادبیات انگلیسی ایران (تلسی)fa_IR
dc.relation.ispartofTeaching English Languageen_US
dc.relation.ispartofTeaching English Languagefa_IR
dc.relation.isversionofhttps://dx.doi.org/10.22132/tel.2022.143777
dc.subjectWashback Effectsen_US
dc.subjectLow-Stakes Testsen_US
dc.subjectInteractional Competenceen_US
dc.subjectClassroom-Based Assessmenten_US
dc.titleWashback Effects of an Interactional Competence Checklisten_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Foreign Languages and Linguistics, Shiraz Universityen_US
dc.contributor.departmentDepartment of Foreign Languages and Linguistics, Shiraz Universityen_US
dc.citation.volume16
dc.citation.issue2
dc.citation.spage285
dc.citation.epage314


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