Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level

Communicative Language Teaching (CLT) based curriculum was introduced in 1995 at the secondary level in Bangladesh in the place of Grammar Translation Method (GTM). Numerous studies suggest that the objectives of the curriculum have not been achieved so far. Some researchers also question the sta...

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Main Author:	Mohammed Humayun Kabir
Format:	Thesis
Language:	English
Subjects:	English language > Examinations Communicative Language Teaching (CLT)
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id	my-usim-ddms-12943
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spelling	my-usim-ddms-129432024-05-29T05:08:56Z Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level Mohammed Humayun Kabir Communicative Language Teaching (CLT) based curriculum was introduced in 1995 at the secondary level in Bangladesh in the place of Grammar Translation Method (GTM). Numerous studies suggest that the objectives of the curriculum have not been achieved so far. Some researchers also question the standard of the test.This study was chiefly initiated to examine the SSC EFL test’s backwash effect on teaching, learning and teaching materials. On top of that, this study was designed to determine how SSC EFL test affects the goals and objectives of SSC English curriculum.As studies on washback are extremely limited in Bangladesh, this study aimed at bridging the gap in the literature.Four Research Questions (RQs) were framed to investigate the above mentonedissues.The first RQ attempted to explore the relevance between the guidelines of the Secondary School Certificate (SSC) English curriculum and the test. The second RQ was framed to identify how SSC EFL test influences teaching and learning. While the third RQ investigated the factors responsible for ( the practice of) teaching to the test. The fourth RQ was orchestrated to identify how SSC EFL test affects the goals and objectives of the SSC English curriculum. I used a multimethod qualitative approach to explore how the SSC English examination influenced English classroom teaching and learning by employing the washback model of Watanabe (2004) as theconceptual framework. This study gathered data by employing document analysis, classroom observation and interview (teachers and students)to answer Research Questions (RQs). The study found that SSC EFL test exerted damaging impact on teaching and learning of English. The data further explored that most test items can be predicted, so teaching to the test is a common practice. As SSC test considered as gate keeper, students and teachers prioritised high scores over proficiency in English language. On top of that, the data also revealed that NCTB textbooks are hardly used rather commercially published guide/note books are preferred because the mindset of the participants is exam-oriented rather than learning-oriented. For this reason, most learners are found dependent on private tutors and guidebooks. It has been revealed that the harmful influence of the test is responsible for the spread of shadow education which is the contribution of the study. It is the extension of Watanabe’s (2004) concept of washback.Understandably, flawed SSC EFL test has made the functional curriculum ineffective. So, the existing test format should be in harmony with the curriculum in order to make the curriculum effective. Universiti Sains Islam Malaysia 2020-09 Thesis en https://oarep.usim.edu.my/handle/123456789/12943 https://oarep.usim.edu.my/bitstreams/577af249-46a2-408b-932d-9a382b3d7cab/download 8a4605be74aa9ea9d79846c1fba20a33 English language--Examinations Communicative Language Teaching (CLT)
institution	Universiti Sains Islam Malaysia
collection	USIM Institutional Repository
language	English
topic	English language--Examinations Communicative Language Teaching (CLT)
spellingShingle	English language--Examinations Communicative Language Teaching (CLT) Mohammed Humayun Kabir Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level
description	Communicative Language Teaching (CLT) based curriculum was introduced in 1995 at the secondary level in Bangladesh in the place of Grammar Translation Method (GTM). Numerous studies suggest that the objectives of the curriculum have not been achieved so far. Some researchers also question the standard of the test.This study was chiefly initiated to examine the SSC EFL test’s backwash effect on teaching, learning and teaching materials. On top of that, this study was designed to determine how SSC EFL test affects the goals and objectives of SSC English curriculum.As studies on washback are extremely limited in Bangladesh, this study aimed at bridging the gap in the literature.Four Research Questions (RQs) were framed to investigate the above mentonedissues.The first RQ attempted to explore the relevance between the guidelines of the Secondary School Certificate (SSC) English curriculum and the test. The second RQ was framed to identify how SSC EFL test influences teaching and learning. While the third RQ investigated the factors responsible for ( the practice of) teaching to the test. The fourth RQ was orchestrated to identify how SSC EFL test affects the goals and objectives of the SSC English curriculum. I used a multimethod qualitative approach to explore how the SSC English examination influenced English classroom teaching and learning by employing the washback model of Watanabe (2004) as theconceptual framework. This study gathered data by employing document analysis, classroom observation and interview (teachers and students)to answer Research Questions (RQs). The study found that SSC EFL test exerted damaging impact on teaching and learning of English. The data further explored that most test items can be predicted, so teaching to the test is a common practice. As SSC test considered as gate keeper, students and teachers prioritised high scores over proficiency in English language. On top of that, the data also revealed that NCTB textbooks are hardly used rather commercially published guide/note books are preferred because the mindset of the participants is exam-oriented rather than learning-oriented. For this reason, most learners are found dependent on private tutors and guidebooks. It has been revealed that the harmful influence of the test is responsible for the spread of shadow education which is the contribution of the study. It is the extension of Watanabe’s (2004) concept of washback.Understandably, flawed SSC EFL test has made the functional curriculum ineffective. So, the existing test format should be in harmony with the curriculum in order to make the curriculum effective.
format	Thesis
author	Mohammed Humayun Kabir
author_facet	Mohammed Humayun Kabir
author_sort	Mohammed Humayun Kabir
title	Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level
title_short	Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level
title_full	Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level
title_fullStr	Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level
title_full_unstemmed	Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level
title_sort	investigating english exams washback effect in bangladesh at secondary certificate (ssc) level
granting_institution	Universiti Sains Islam Malaysia
_version_	1812444662929031168

Investigating english exams washback effect in Bangladesh at secondary certificate (SSC) level

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