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The washback effect of the General Secondary English Examination (GSEE) on teaching and learning

This paper reports on a study investigating the washback effect of the General Secondary English Examination (hereinafter referred to as GSEE), a high-stakes exit test for secondary school students (12thgrade) in Yemen. The main aim of this study is to gain preliminary insights into the relationship...

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Main Authors: Tayeb, Yahya Ameen, Mohd Sallehhudin Abd Aziz,, Kemboja Ismail,, Alla Baksh Mohd Ayub Khan,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2014
Online Access:http://journalarticle.ukm.my/7767/1/5753-18832-1-PB.pdf
http://journalarticle.ukm.my/7767/
http://ejournal.ukm.my/gema/index
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spelling my-ukm.journal.77672016-12-14T06:45:07Z http://journalarticle.ukm.my/7767/ The washback effect of the General Secondary English Examination (GSEE) on teaching and learning Tayeb, Yahya Ameen Mohd Sallehhudin Abd Aziz, Kemboja Ismail, Alla Baksh Mohd Ayub Khan, This paper reports on a study investigating the washback effect of the General Secondary English Examination (hereinafter referred to as GSEE), a high-stakes exit test for secondary school students (12thgrade) in Yemen. The main aim of this study is to gain preliminary insights into the relationship between teaching and learning factors affected by the washback effect. It focuses on eight pedagogical dimensions: four of them concerned the teachers (teaching methods, teaching experiences, content assessment, and beliefs) and four concerned the students (learning styles, learning activities, attitudes and motivation). A semi-structured interview was conducted with three English teachers who have over ten years of teaching experience. Based on the interview, a questionnaire was constructed and then administered to 30 Yemeni English teachers of the 12thgrade English classes. The data were analysed using SPSS software, version 20. The results showed that the test had a great influence on the learners and teachers mainly on teaching methodology and on learning styles. Triangulation with the qualitative data confirmed the findings. Hence, the study provides a clear evidence of the washback effect of the exam on the components of the language teaching-learning processes in Yemen and its influence on what and how the teachers teach, and the learners learn. Penerbit Universiti Kebangsaan Malaysia 2014 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/7767/1/5753-18832-1-PB.pdf Tayeb, Yahya Ameen and Mohd Sallehhudin Abd Aziz, and Kemboja Ismail, and Alla Baksh Mohd Ayub Khan, (2014) The washback effect of the General Secondary English Examination (GSEE) on teaching and learning. GEMA ; Online Journal of Language Studies, 14 (3). pp. 83-103. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description This paper reports on a study investigating the washback effect of the General Secondary English Examination (hereinafter referred to as GSEE), a high-stakes exit test for secondary school students (12thgrade) in Yemen. The main aim of this study is to gain preliminary insights into the relationship between teaching and learning factors affected by the washback effect. It focuses on eight pedagogical dimensions: four of them concerned the teachers (teaching methods, teaching experiences, content assessment, and beliefs) and four concerned the students (learning styles, learning activities, attitudes and motivation). A semi-structured interview was conducted with three English teachers who have over ten years of teaching experience. Based on the interview, a questionnaire was constructed and then administered to 30 Yemeni English teachers of the 12thgrade English classes. The data were analysed using SPSS software, version 20. The results showed that the test had a great influence on the learners and teachers mainly on teaching methodology and on learning styles. Triangulation with the qualitative data confirmed the findings. Hence, the study provides a clear evidence of the washback effect of the exam on the components of the language teaching-learning processes in Yemen and its influence on what and how the teachers teach, and the learners learn.
format Article
author Tayeb, Yahya Ameen
Mohd Sallehhudin Abd Aziz,
Kemboja Ismail,
Alla Baksh Mohd Ayub Khan,
spellingShingle Tayeb, Yahya Ameen
Mohd Sallehhudin Abd Aziz,
Kemboja Ismail,
Alla Baksh Mohd Ayub Khan,
The washback effect of the General Secondary English Examination (GSEE) on teaching and learning
author_facet Tayeb, Yahya Ameen
Mohd Sallehhudin Abd Aziz,
Kemboja Ismail,
Alla Baksh Mohd Ayub Khan,
author_sort Tayeb, Yahya Ameen
title The washback effect of the General Secondary English Examination (GSEE) on teaching and learning
title_short The washback effect of the General Secondary English Examination (GSEE) on teaching and learning
title_full The washback effect of the General Secondary English Examination (GSEE) on teaching and learning
title_fullStr The washback effect of the General Secondary English Examination (GSEE) on teaching and learning
title_full_unstemmed The washback effect of the General Secondary English Examination (GSEE) on teaching and learning
title_sort washback effect of the general secondary english examination (gsee) on teaching and learning
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2014
url http://journalarticle.ukm.my/7767/1/5753-18832-1-PB.pdf
http://journalarticle.ukm.my/7767/
http://ejournal.ukm.my/gema/index
_version_ 1643737241876430848
score 13.211869

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