THE WASHBACK EFFECT OF SCHOOL-BASED ORAL EVALUATION PERFORMANCE AND ITS CAUSAL RELATIONSHIP WITH FEAR OF NEGATIVE EVALUATION

Rosnah Mohd Sham, Mohd Nazri Latiff Azmi

Abstract


This paper presents part of a study that investigates the washback effect of a School-Based Oral Evaluation (SBOE) performance from the teachers’ perceptions.  It also investigates the causal relationship between students who have passed in the school-based oral evaluation (SBOE) with fear of negative evaluation. The participants are 302 of form four students and four English teachers from the Putrajaya Federal Territory government secondary schools in Malaysia. It is a mixed-method study in which data were collected in sequential, analysed separately, and then explained. The quantitative data were collected by using FLCAS, the School-Based Oral Evaluation (SBOE) results and the qualitative data were collected from the semi-structured interviews with the English teachers and guidelines on SBOE from the Ministry of Education Malaysia. The quantitative method used descriptive statistical analysis, whereas the qualitative method used content analysis.  Students’ result in the mid-term examination 2017 had shown that they scored high marks in the SBOE.  The quantitative results revealed that the students experienced low mean level of fear of negative evaluation.  The teachers reported that students had shown positive attitude during the SBOE and English class interaction.  They were focused, confident, responsive and not panic.  There is a positive washback effect of SBOE on the students’ result. High results in SBOE affected the mean level of fear of negative evaluation. The partial eta-squared showed the value of 0.106 which is considered high.  This study suggests two broad future tasks.  The first task involves the development of national curriculum in English language which dependence upon oral English language.  The second task focuses on the development of English language training and skills for the English teachers.

Keywords: washback effect, School-Based Oral Evaluation performance, causal relationship, fear of negative evaluation


Full Text:

PDF

References


References

Aftab, A., Qurashi, S. and William, I. (2014). Investigating the washback effect of the Pakistani Intermediate English Examination. International Journal of English and Lirature, 5(7), 149-154.

Akkakoson, S. (2016). Speaking Anxiety in English Conversation Classrooms among Thai Students. Malaysian Journal of Learning and Instruction, 13, 63-82.

Alderson, J. C., & Wall, D. (1993). Does Washback Exist? Applied Linguistics, 14(2), 115-129.

American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Amiri, M. & Ghonsooly, B. (2015). The Relationship between English Learning Anxiety and the Students' Achievement on Examination. Language Teaching and Research, 6(4), 855-865.

Awang, Z. (2015). SEM Made Simple. Bandar Baru Bangi: MPWS Rich Publication.

Debreli, E. & Demirkan, S. (2016). Sources and Levels of Foreign Language Speaking Anxiety of English as a Foreign Language University Students with regard to Language Proficience and Gender. International Journal of English Language Education, 4(1), 49-62.

Gibbs, G. (2009). Analysing Qualitative Data. Forum Qualitative Sozialforshung/Forum: Qualitative Social Research. Retrieved September, 20 2017 from http://nbnresolving.de/urn:nbn:de:0114-fqs100341.

Gigerenzer, G., Swijtink, Z., Porter, T., Daston, L., Beatty, J., & Kruger, L. (1995). The empire of chance: How probability changed science and everyday life. Cambridge, UK: Cambridge University Press.

Gopang, I. B., Ansari, S., Ume, K. & Loghari, A. (2017). An Emperical Investigation of Foreign Language Anxiety in Pakistani University. International of English Linguistics, 7(2), 21-31.

Hatipoğlu, Ç. 2016. The impact of the university entrance exam on EFL education in Turkey: Pre-service English language teachers’ perspective. Procedia-Social and Behavioral Sciences, 232, 136-144.

Horwitz, E. K., Horwitz, M. B. & Cope, J. A. (1991). Foreign Language Classroom Anxiety. In In E. K. Horwitz & D. J. Young. Language Anxiety: From Theory and Research to Classroom Implications (pp. 27-39). Eaglewood Cliffs, New Jersey: Prentice Hall.

Horwitz, E. K., Horwitz, M. B. & Cope, J. A. (1986). Foreign Language Classroom Anxiety. Modern Language Journal, 70, 125-132.

Hsiu. F. H. and Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research. 15(9), 1277-1289.

Krashen, S. (1982). Principles and Practice in Second Language Acquisitiion. Oxford: Pergamon.

Liu, M. & Huang, W. (2011). An Exploration of Foreign Language Anxiety and English Motivation. Retrieved November 6, 2016 from http://dx.doi.org/10.1155/2011/493167.

Malaysia, Ministry of Education (2017).

Marfuzah, R. et. al. (2014). Gender and Language: Communication Apprehension in Second Language Learning. Procedia-Social and Behavioral Sciences, 123, 90-96.

Mohamad, et. al. (2016). Measuring Positive Youth Development: The Confirmatory Factor Analysis (CFA). Retrieved December 20, 2016 from http://hrmars.com/hrmars_papers/Parental_and_Peer_Attachment_and_its_Relationship_with_P.

Mahfuzah, R. et. al. (2015,). Language and Gender: Fear of Negative Evaluation in Second Language Learning. Paper presented at the Proceeding of the 3rd Global Summit on Education GSE 2015, Kuala Lumpur, Malaysia.

Malaysia, Ministry of Education (2017).

Morse, J. M. (1991). Approaches to qualitative – quantitative methodological Triangulation. Nursing Research, 40, 120-123.

Pallant, J. (2013). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (5th ed.). Open University Press: McGraw - Hill Education.

Rossman, G. B. & Rallis, S. F. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage Publications.

Shabani, M. B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among ELF Learners. Retrieved from http://www.academypublication.com/issues/past/tpls/vol02/11/21.pdf.

Shafiq, H., Irma, A., Ahmad, H. & Wan NorHaizar. (2016). Second Language Anxiety among Diploma Students in Technical University, Retrieved from http://www.dspace,unimap.edu.my.

Toksoz, I. & Kilickaya, F. (2012). Review of Journal Articles on Washback in Language Testing in Turkey (2010-2017). Lublin Studies in Modern Languages and Literature, 41(2), 184-204.

Tzoannopoulou, M. (2013). Foreign language anxiety and fear of negative evaluation in the Greek university classroom. Paper presented at the 21st International Symposium on the Theoretical and Applied Linguistic (ISTAL 21), Thessaloniki, Greece. April 2013.

Whitehead, A. L., Julious, S. A., Cooper, C. L. & Campbell, M. J. (2015). Estimating the sample size for a pilot randomised trial to minimise the overall trial sample size for the external pilot and main trial for a continuous outcome variable. State Methods Med Res, 25 (3), 1057-1073. doi: 10.1177/0962280215588241.

Yıldırım, Ö. 2010. Washback effects of a high-stakes university entrance exam: Effects of the English section of the university entrance exam on future language teachers in Turkey. The Asian EFL Journal Quarterly, 12(2), 92-116.

Zhang, R. (2014). Exploring the Relationship between Chinese First Year University Students’ Beliefs about Language Learning and Foreign Language Anxiety. International Journals of Applied Linguistics & English Literature, 3(1), 28-44.

Zia, Z. & Norrihan, S. (2015). EFL Learners' Levels of Classroom Speaking Activities in Afghanistan. International Journal of English and Education, 4(1), 239-249.




DOI: https://doi.org/10.30743/ll.v2i1.434

Refbacks

  • There are currently no refbacks.


Fakultas Sastra 
Universitas Islam Sumatera Utara (UISU), Medan
Jl. Sisingamangaraja Teladan Medan 20217
Telp. (061) 7869911, e-mail: language_literacy@sastra.uisu.ac.id