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The washback effects of the O level English language examination on Singaporean teachers
Author
Sim, Joo Jin
Supervisor
Shih, Chih-Min
Abstract
This is a study of the washback effects of a revised O Level English Language (EL) examination on the EL department of a Secondary school in Singapore. The purpose is to examine both how teachers changed their teaching, as well as the process through which these changes were made. Interview, observation and documentary data were collected from ten participants, and analysed using a conceptual framework informed by Freedman’s (1994) theory of genre “uptake”. Findings suggested that teaching materials saw the greatest degree of change, due largely to increased usage of digital media to support the teaching of listening and speaking skills. Teaching procedures underwent relatively little alteration, and changes were largely confined to one Secondary One teacher, one Secondary Two teacher and two Secondary Three teachers. Investigation into the washback process in this EL department showed that it could be divided into three phases: an injection phase, when representatives from the EL department first acquired texts informing them about the examination; a reception phase, when the department as a whole collaboratively constructed knowledge about the implications of the new examination; and an adaptation phase, when teaching procedures and materials underwent modification. This study contends that while policymakers may look to high-stakes tests as tools to influence teaching in school, the washback process is a complex phenomenon with unpredictable results. However, further investigation into the genre systems of EL departments may provide insights into improved methods of managing the washback process.
Date Issued
2014
Call Number
PE1128 Sim
Date Submitted
2014