How Sociocultural Factors Mediate Washback Effect: A Study of the Hong Kong Diploma of Secondary Education Examination English Language Paper 4

Autor/in	Katagiri, Nozomu Wong
Titel	How Sociocultural Factors Mediate Washback Effect: A Study of the Hong Kong Diploma of Secondary Education Examination English Language Paper 4
Quelle	In: Language Testing in Asia, 13 (2023), Artikel 38 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Katagiri, Nozomu Wong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-023-00250-4
Schlagwörter	Sociocultural Patterns; Foreign Countries; Language Tests; Testing Problems; Exit Examinations; Secondary School Students; English (Second Language); Second Language Learning; Second Language Instruction; Test Preparation; Factor Analysis; Student Attitudes; Correlation; Cognitive Style; Learning Processes; Student Characteristics; Hong Kong + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Ausland; Language test; Sprachtest; Final examination; Abschlussprüfung; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Faktorenanalyse; Schülerverhalten; Korrelation; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Hongkong
Abstract	The study explores the unaddressed washback on the English-speaking test of the Hong Kong Diploma of Secondary Education Examination (HKDSE-English Language Paper 4). The HKDSE is a university entrance exam in Hong Kong which includes a group discussion speaking test known as English Language Paper 4. To identify ongoing washback effects, including sociocultural perspectives, the study analyses ongoing student washback of test-specific and non-specific preparation and how the mediating factors affect these preparations. One-hundred and ninety-nine secondary 4th to 6th grade students provided the questionnaire data in two rounds. Results from exploratory factor analysis indicate six major types of test preparation, which are categorised as two test specific, three non-specific, and one integrated type of preparation. Mediating factors comprise five categories of learner characteristics and stakeholders in and out of school. The cluster analyses identified four students' groups intertwined with the involvement of washback and the mediating factors. A strong relationship between extrinsic factors and explicit learning and intrinsic factors and implicit learning was found. The study concludes that students' washback is affected by mediating factors aside from the test; learning method choice by students (e.g. learning from entertainment content) has a strong relationship with specific mediating factors (e.g. interest in English). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01