The impact of EFL testing on EFL education in Korea
By Inn-Chull Choi. 2008
222 citations recorded by the source corpus.
Subfields: Computer Networks and Communications, Education
View Paper: https://www.semanticscholar.org/paper/61cdec980e2133674eb462c06fa7dcd94e4622f2
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In Computer Networks and Communications
In Education
Citations in the corpus
- EFL students’ views of willingness to communicate in the extramural digital context (2019, background): “Se-young discussed ‘washback effects’ (Choi, 2008) on her ED activities, namely, how the national test and test-oriented teaching played an adverse role in causing her to become a passive English learner and decrease her WTC in the ED environment, ‘In Korea [English] exists to test students…Under…”
- A study of secondary school English teachers’ beliefs in the context of curriculum reform in China (2014, background): “The washback effect of high-stakes examinations on teachers’ beliefs has been reported by many studies carried out in diverse contexts, such as Orafi and Borg (2009) in Libya, Choi (2008) in South Korea, and Underwood (2012) in Japan.”
- Informal digital learning of English and L2 willingness to communicate: roles of emotions, gender, and educational stage (2021, background): “…L2 WTC. Lastly, Asian EFL learners at di ff erent educational stages, such as secondary-level learners (who are generally a ff ected by washback e ff ects; Choi 2008) and tertiary-level learners (who no longer experience much washback e ff ects; Lee and Lee 2021), were found to report di ff erent…”
- Intentions and realities in implementing communicative curriculum reform (2009, background): “The influence of assessment on teaching is well-established (e.g. Andrews, 2004; Cheng, 1997; Cheng and Watanabe, 2004; Choi, 2008) and it is clear that changes in examinations can promote parallel changes in pedagogic practices.”