Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level
Communicative Language Teaching (CLT) based curriculum was introduced in 1995 at the secondary level in Bangladesh in the place of Grammar Translation Method (GTM). Numerous studies suggest that the objectives of the curriculum have not been achieved so far. Some researchers also question the sta...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Subjects: | |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Communicative Language Teaching (CLT) based curriculum was introduced in 1995
at the secondary level in Bangladesh in the place of Grammar Translation Method
(GTM). Numerous studies suggest that the objectives of the curriculum have not been
achieved so far. Some researchers also question the standard of the test.This study was
chiefly initiated to examine the SSC EFL test’s backwash effect on teaching, learning
and teaching materials. On top of that, this study was designed to determine how SSC
EFL test affects the goals and objectives of SSC English curriculum.As studies on
washback are extremely limited in Bangladesh, this study aimed at bridging the gap in
the literature.Four Research Questions (RQs) were framed to investigate the above
mentonedissues.The first RQ attempted to explore the relevance between the
guidelines of the Secondary School Certificate (SSC) English curriculum and the test.
The second RQ was framed to identify how SSC EFL test influences teaching and
learning. While the third RQ investigated the factors responsible for ( the practice of)
teaching to the test. The fourth RQ was orchestrated to identify how SSC EFL test
affects the goals and objectives of the SSC English curriculum. I used a multimethod
qualitative approach to explore how the SSC English examination influenced English
classroom teaching and learning by employing the washback model of Watanabe
(2004) as theconceptual framework. This study gathered data by employing document
analysis, classroom observation and interview (teachers and students)to answer
Research Questions (RQs). The study found that SSC EFL test exerted damaging
impact on teaching and learning of English. The data further explored that most test
items can be predicted, so teaching to the test is a common practice. As SSC test
considered as gate keeper, students and teachers prioritised high scores over
proficiency in English language. On top of that, the data also revealed that NCTB
textbooks are hardly used rather commercially published guide/note books are
preferred because the mindset of the participants is exam-oriented rather than
learning-oriented. For this reason, most learners are found dependent on private tutors
and guidebooks. It has been revealed that the harmful influence of the test is
responsible for the spread of shadow education which is the contribution of the study.
It is the extension of Watanabe’s (2004) concept of washback.Understandably, flawed
SSC EFL test has made the functional curriculum ineffective. So, the existing test
format should be in harmony with the curriculum in order to make the curriculum
effective. |
|---|