چکیده:
This study aimed to investigate the washback effect of three alternative assessment procedures, namely oral-conferences, portfolios, and corpora- based feedback on the writing achievement and attitudes of Iranian EFL university learners. The participants taking part in the study were 156 native Iranian students in a mixed Reading-Writing course. Through the two three- month semesters, the learners were studied in terms of three experimental and one control groups. It should be mentioned that revision was a major component of the pedagogy and learners were asked to incorporate feedback into their revision processes. The findings revealed that the aforementioned assessment procedures led to a significantly better performance of the participants and created a considerable change in their attitudes.
خلاصه ماشینی:
"ir Abstract This study aimed to investigate the washback effect of three alternative assessment procedures, namely oral-conferences, portfolios, and corpora- based feedback on the writing achievement and attitudes of Iranian EFL university learners.
Tanner, Longayroux, Beijaared, and Verloop (2000) found that using portfolios as an instrument for professional development during a one-year pre-service teacher education course for language students demonstrate a trainee’s learning process overtime.
During the second session of the course, the students in our three experimental groups as well as the participants of the control group were asked to write an essay, functioning as the pre-test in this study, on the topic presented at the end of chapter one of their textbook.
Alternative assessment procedures (oral-conferences, portfolios, and corpora-based feedback) do not have any impact on Iranian EFL students’ writing achievement.
Alternative assessment procedures (oral-conferences, portfolios, and corpora-based feedback) do not have any impact on Iranian EFL students’ writing achievement.
For examining the first null hypothesis of this research concerning the washback effect of the alternative assessment procedures on subjects’ writing proficiency, the statistical procedure of One-way ANOVA was carried out on the post-test scores (Table 2).
This study mainly explored the washback effect of alternative assessment procedures on Iranian EFL university students’ writing achievement throughout two semesters each consisting of 24 sessions.
The survey findings indicate that in general, the students of the three experimental groups reported positive feelings about alternative assessment procedures at the end of the experiment and that there was a significant difference between their pre-course and post-course attitudes."