TESTING WRITING: WASHBACK EFFECT ON LANGUAGE COURSES
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2015-11-05
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[ES] Este trabajo fin de máster analiza el efecto que el examen Cambridge English First puede
tener en los cursos de inglés y para ello considera cuatro variables: tipo de tareas
escritas, tiempo dedicado a la redacción y a la escritura, frecuencia con la que se practica
dichas habilidades y la integración –o no– de destrezas. Para ello, se ha considerado a
autores cuyo trabajo ha servido de inspiración para realizar esta investigación en la que
han participado seis instituciones, 136 estudiantes y 17 profesores. Tras analizar los
resultados de cuestionarios y de los programas elaborados por los profesores, se ha
llegado a las siguientes conclusiones. En primer lugar, los profesores influyen más que el
examen cuando se trata de integrar destrezas. Por otro lado, el examen es determinante
a la hora de elegir las tareas escritas. No obstante, el tiempo que se dedica a la escritura
y redacción depende principalmente del profesor. Por último, la frecuencia con la que se
practican dichas destrezas también depende en mayor medida del profesor.
[EN] This MA Thesis analyses the potential washback effect of Cambridge English First test on language courses by considering four main variables: types of writing tasks, time devoted to writing skills, frequency with which writing is practised, and skills integration –or lack of it–. For that purpose, a wide variety of approaches about washback effect has been considered and they have inspired the research process, in which six institutions, 136 students and 17 teachers have taken part. After discussing the results obtained from questionnaires and teaching diaries in the light of the latest views on washback, several conclusions have been drawn. First, the teacher factor influences the washback effect in terms of skills integration. Second, the washback effect is felt on the task types used. Third, the time devoted to writing skills is also influenced by the teacher factor. Fourth, the frequency with which writing is practised can also be explained by the teacher factor.
[EN] This MA Thesis analyses the potential washback effect of Cambridge English First test on language courses by considering four main variables: types of writing tasks, time devoted to writing skills, frequency with which writing is practised, and skills integration –or lack of it–. For that purpose, a wide variety of approaches about washback effect has been considered and they have inspired the research process, in which six institutions, 136 students and 17 teachers have taken part. After discussing the results obtained from questionnaires and teaching diaries in the light of the latest views on washback, several conclusions have been drawn. First, the teacher factor influences the washback effect in terms of skills integration. Second, the washback effect is felt on the task types used. Third, the time devoted to writing skills is also influenced by the teacher factor. Fourth, the frequency with which writing is practised can also be explained by the teacher factor.