Washback effects on teaching listening comprehension in selected schools in Central and Southern Taiwan

Date of Publication

2001

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Applied Linguistics

Subject Categories

Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

English and Applied Linguistics

Thesis Adviser

Andrea H. Penaflorida

Defense Panel Chair

Rosemarie L. Montanano

Defense Panel Member

Corazon Balarbar
Glenda E. Fortez
Leonisa A. Mojica
Emma S. Castillo

Abstract/Summary

The study investigates the existence of washback effect on teaching listening comprehension in selected schools in Central and Southern Taiwan. Specifically, it examines the different roles that quizzes, midterm/final examinations played in the teaching of listening comprehension as well as the attitudes of teachers and administrators in terms of teaching and testing listening comprehension. Furthermore, it tries to find out what test texts and question types revealed positive washback effects on the teaching of listening comprehension. Finally, it investigates whether washback effect exists in the teaching of listening comprehension.The respondents of the study included school administrators, foreign English teachers, native English teachers, and a sales manager representing a publisher. Data collection included six phases: (1) floating and retrieval of questionnaires, (2) classroom observations, (3) interviewing school administrators, English teachers, and a sales manager (4) collecting sample tests, (5) administering the tests, and (6) analyzing the data.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03244

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

141 numb. leaves ; 28 cm.

Keywords

Listening comprehension tests; Teaching; Testing; High schools

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