High Stakes Testing Cancellation and Its Impact on EFL Teaching and Learning: Lessons from Indonesia

Autor/inn/en	Ashadi; Margana; Mukminatun, Siti; Utami, Amrih Bekti
Titel	High Stakes Testing Cancellation and Its Impact on EFL Teaching and Learning: Lessons from Indonesia
Quelle	In: International Journal of Language Education, 6 (2022) 4, S.397-411 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	High Stakes Tests; English (Second Language); Second Language Learning; Second Language Instruction; Case Studies; Language Teachers; Teacher Attitudes; Administrator Attitudes; Institutional Mission; High School Students; Grounded Theory; Teaching Methods; Faculty Development; Educational Policy; Curriculum Development; Learning Activities; Metacognition; Foreign Countries; Pandemics; COVID-19; Language Tests; Educational Change; Test Preparation; Time Management; Indonesia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernaktivität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Language test; Sprachtest; Bildungsreform; Zeitmanagement; Indonesien
Abstract	The differential impacts of high stakes testing (HST) on curriculum, pedagogy, students learning, teacher professional development, and equity have been known in the literature, but its cancellation impact is not yet known. Situated in the post cancellation policy in Indonesian education system, this study seeks to explore the impacts of such policy change on schools, teacher pedagogical practices, and students' English as a Foreign Language (EFL) learning. A multiple case study design was employed in three different high schools involving 3 school leaders, 3 English teachers, and 9 students in semi-structured and group interviews. Their voices were thematically analysed and constantly compared across cases. The results demonstrate shifts on: (i) the individual student's and school's reorientation towards their own vision and mission, (ii) curriculum driven and more varied EFL instructional practices, and (iii) more self-regulated learning activities among certain teachers and students. Further and wider scale investigation is required to look deeper on how these shifts occur among larger groups of stakeholders. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01