Article published in:The Language Testing Cycle: From inception to washback
Edited by Gillian Wigglesworth and Catherine Elder
[Australian Review of Applied Linguistics. Series S 13] 1996
► pp. 208–239
Investigating washback in Japanese EFL classrooms
Problems of Methodology
In Japan it has long been considered that university entrance exams have a negative impact on teaching and learning of English in schools. Recent research, however, suggests that the relationship between testing and teaching is not so simple and requires finegrained ethnographic research in order to fully understand its complexities. This paper argues the case for the necessity of conducting empirical research before any conclusions about the presence or absence of washback can be drawn. An example of this type of research is offered and the processes involved in investigating washback in the Japanese context are described in such a way as to provide a model for future research in this area.
Published online: 01 January 1996
Alderson, J. C. and L. Hamp-Lyons
(1994) TOEFL preparation and the communicative classroom. Paper presented at TESOL conference, Baltimore, March.
Allen, P., M. Froehlich, and N. Spada
Ariyoshi, H., and K. Senba
Berwick, R. and S. Ross
Evertson, C. and J. Green
LeCompte, M. D. and J. Preissle
Ministry of Education
Saito, T., S. Arita, and I., Nasu
Wall, D. and J.C. Alderson
in progress) Washback effects of Japanese university entrance examinations – classroom-based research (a tentative title). Ph.D. thesis. Lancaster University.
Cited by 3 other publications
Kubota, Keisuke, Yuichiro Yokouchi & Rie Koizumi
Mitsiaki, Maria, Nansia Kyriakou, Despo Kyprianou, Chrysovalanti Giannaka & Pavlina Hadjitheodoulou
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