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 Beyond the Washback of the English National Exam: Subsequent Impact on Language Learning Strategies of First-year English Majors
Tác giả hoặc Nhóm tác giả: Huu Thanh Minh Nguyen
Nơi đăng: Language Education & Assessment; Số: 3(2);Từ->đến trang: 38-57;Năm: 2020
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT

ABSTRACT
The study aims to investigate washback of the English National Exam (ENE) on learning and howthey impacted English language learning strategies of first-year English majors at University ofForeign Language Studies, The University of Danang (UFLS, UD). Data was collected from aquestionnaire administered to 120 first-year English majors and an interview conducted with tenrandomly-selected students from the focus group. The findings indicated that given the ENE 2018 as an objective test with emphasis on language knowledge (grammar, vocabulary, and pronunciation) and reading skills, previous learning practices of first-year English majors as the washback of ENE resulted in intense memorization of language knowledge to perform test-preparation exercises rather than concentrating on developing non-tested skills (listening, speaking, and writing). While some previous English learning practices have inherently benefited first-year English majors, they mainly exert negative effects and drive first-year English majors to develop and modify pre-existent strategies as well as adopt new ones for the development of all language skills. The study is instrumental in depicting potential effects of previous learning practices for the ENE on higher education specializing in English, thereby preparing first-year English majors to make adjustments and accommodate themselves with appropriate learning strategies at UFLS, UD.
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