The Washback Effect of Task-based Assessment on the Iranian EFL Learners' Development of Pragmatic Competence
Publish Year: 1400
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JFL-9-34_010
تاریخ نمایه سازی: 9 مرداد 1400
Abstract:
The present study was an attempt to explore the ‘washback effect’ of task-based assessment (TBLA) on EFL Iranian learners’ pragmatic development. To this end, through conducting KET (Key English Test), ۶۰ out of ۱۲۰ EFL Iranian learners studying in an English language school, were randomly selected. They were assigned to treatment group (N=۳۰), and control group (N=۳۰). The treatment group was assessed through TBLA and the control group was assessed via non-task based assessment for ۲۰ ninety-minute sessions. The class sessions were held twice a week. The obtained data was examined through independent sample t-test. The findings implied that TBLA as a pedagogical measurement tool can well replace the classic assessment procedures, since all educational efforts including testing and assessment procedures are planned to maximize the educational gains and developments.
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Authors
Maryam Nazari
Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran
Abbas Bayati
Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran
Payman Rajabi
Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran
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