Investigating Washback

Kurztext This book reports on a qualitative case
study aimed at researching how students experienced
the washback effects of the English component of the
Romanian school-leaving exam. The main purpose of
the research was to investigate unobservable factors
which might influence the presence or absence of
washback both in the students' classroom environment
and the personal one. To this end, the data
generation method employed was diary studies, a
method which had not been used in the study of
washback at the time of the study. The analysis was
based on two different frames: the Washback
Hypotheses and Grounded Theory. The analysis showed
that the students experienced very little washback in
the classroom while washback effects were present to
a greater extent in their personal environment. It
also suggested that the students expectations should
be taken into account when trying to promote positive
washback. The study concludes with the discussion of
the implications for the teachers, students and
language testers who wish to use high-stakes
examinations as a means of influencing the teaching
and learning in the classroom and outside it.

Autorentext
Dr. Codruta Maria Cornelia Gosa is currently a senior lecturer at the University of the West, Timisoara, Romania where she teaches research methods and academic writing skills. This book is based on her research for her doctoral degree in applied linguistics, which was awarded to her by Lancaster University.

Klappentext
Kurztext This book reports on a qualitative case study aimed at researching how students experienced the washback effects of the English component of the Romanian school-leaving exam. The main purpose of the research was to investigate unobservable factors which might influence the presence or absence of washback both in the students' classroom environment and the personal one. To this end, the data generation method employed was diary studies, a method which had not been used in the study of washback at the time of the study. The analysis was based on two different frames: the Washback Hypotheses and Grounded Theory. The analysis showed that the students experienced very little washback in the classroom while washback effects were present to a greater extent in their personal environment. It also suggested that the students' expectations should be taken into account when trying to promote positive washback. The study concludes with the discussion of the implications for the teachers, students and language testers who wish to use high-stakes examinations as a means of influencing the teaching and learning in the classroom and outside it.