Washback in Language Learning Strategies Under High Stakes Language Testing - A Study of the Hong Kong Secondary System
Article Sidebar
Main Article Content
Abstract
This research delves into the washback effects of the Hong Kong Diploma of Education Examination (HKDSE) on the learning strategies employed by secondary school students in Hong Kong. By surveying 50 students to assess their English learning strategy profiles, this study seeks to identify potential biases in strategy selection indicative of examination influence. A subset of participants was further interviewed, enabling a deeper exploration of the underlying reasons behind their strategy choices. Thematic analysis of these interviews revealed that while students recognize the intended washback of the examination on their learning strategies, its actual influence might be diminished by their reservations regarding high stakes testing’s effect on authentic English learning. The overarching sentiment expressed frustrations and conflict between the study of English language, and exam-centric pressures.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115-129. https://doi.org/10.1093/applin/14.2.115
Allen, D. (2016). Investigating washback to the learner from the IELTS test in the Japanese tertiary context. Language Testing in Asia, 6(1). https://doi.org/10.1186/s40468-016-0030-z
Allen, D., & Tahara, T. (2021). A review of washback research in Japan. JLTA Journal, 24(0), 3-22. https://doi.org/10.20622/jltajournal.24.0_3
Andrews, S., Fullilove, J., & Wong, Y. (2002). Targeting washback—a case-study. System, 30(2), 207-223. https://doi.org/10.1016/s0346-251x(02)00005-2
Benson, P., Grabe, W., & Stoller, F. L. (2001). Teaching and researching autonomy in language learning. Pearson Education.
Booth, D. K. (2018). The sociocultural activity of high stakes standardised language testing: TOEIC washback in a South Korean context. Springer.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Burnard, P. (1991). A method of analysing interview transcripts in qualitative research. Nurse Education Today, 11(6), 461-466. https://doi.org/10.1016/0260-6917(91)90009-y
Chak, M. (2020). What does text selection in the HKDSE reading comprehension paper say about the exam? The Journal of Asia TEFL, 17(4), 1392-1404. https://doi.org/10.18823/asiatefl.2020.17.4.15.1392
Chalhoub-Deville, M., & O’Sullivan, B. (2020). Validity: Theoretical development and integrated arguments. Equinox Publishing (UK).
Cheng, L. (1997). How does washback influence teaching? Implications for Hong Kong. Language and Education, 11(1), 38-54. https://doi.org/10.1080/09500789708666717
Cheng, L. (2004). The washback effect of a public examination change on teachers’ perceptions toward their classroom teaching. In Washback in language testing: Research contexts and methods (pp. 169-192). Routledge.
Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
Dicker, C., Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. TESOL Quarterly, 28(3), 647. https://doi.org/10.2307/3587323
Dong, M. (2020). Structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes: A study on the washback mechanism of a high-stakes test. Studies in Educational Evaluation, 64, 100824. https://doi.org/10.1016/j.stueduc.2019.100824
Education Bureau. (2021a). English language education key learning area English language curriculum and assessment guide (Secondary 4 - 6). https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/Curriculum%20Document/English%20Language%20Curriculum%20and%20Assessment%20Guide%20(Secondary%204%20-%206)%20(2021).pdf
Education Bureau. (2021b). Student enrolment statistics, 2021/22 (Kindergartens, Primary and Secondary Schools). https://www.edb.gov.hk/attachment/en/about-edb/publications-stat/figures/Enrol_2021.pdf
Feng, Y., Iriarte, F., & Valencia, J. (2019). Relationship between learning styles, learning strategies and academic performance of Chinese students who learn Spanish as a foreign language. The Asia-Pacific Education Researcher, 29(5), 431-440. https://doi.org/10.1007/s40299-019-00496-8
Green, A. (2006). Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes. Assessing Writing, 11(2), 113-134. https://doi.org/10.1016/j.asw.2006.07.002
Hardan, A. A. (2013). Language learning strategies: A general overview. Procedia - Social and Behavioral Sciences, 106, 1712-1726. https://doi.org/10.1016/j.sbspro.2013.12.194
Hashemi, M. R. (2012). Reflections on mixing methods in applied linguistics research. Applied Linguistics, 33(2), 206-212. https://doi.org/10.1093/applin/ams008
HKEAA. (2019). Benchmarking studies on international examinations - HKDSE. https://www.hkeaa.edu.hk/en/recognition/benchmarking/hkdse/ielts
HKEAA. (2021a). Hong Kong diploma of secondary education examination 2021 registration statistics. https://www.hkeaa.edu.hk/DocLibrary/Media/FactFigures/2021_HKDSE_Registration_as_at_20201216.pdf
HKEAA. (2021b). Rationale for introducing the SBA component. https://www.hkeaa.edu.hk/en/SBA/sba_hkdse_core/FAQ/ENG/FAQ_ENG_A.html
Horwitz, E. K., & Oxford, R. (1991). Language learning strategies: What every teacher should know. The Modern Language Journal, 75(1), 130. https://doi.org/10.2307/329849
Judd, C. M., McClelland, G. H., & Ryan, C. S. (2017). Data analysis: A model comparison approach to regression, ANOVA, and beyond (3rd ed.). Routledge.
Kang, J. (2015). Students who made it look DSE-asy reflects upon the pros and cons of the exams. Young Post. https://www.scmp.com/yp/discover/news/hong-kong/article/3070656/students-who-made-it-look-dse-asyreflects-upon-pros-and
Kennedy, K. J., Chan, J. K., Yu, W. M., & Fok, P. K. (2006, May). Assessment for productive learning: Forms of assessment and their potential for enhancing learning [Paper presentation]. 32nd Annual Conference of the International Association for Educational Assessment, Singapore.
Kinoshita, C. Y. (2003). Integrating language learning strategy instruction into ESL/EFL lessons. The Internet TESL Journal, 9(4), 1-6.
Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing. SAGE.
Lau, F. M., & Sou, G. (2018). Assessment for learning: Hong Kong needs territory-wide system assessment (TSA) or not. Public Administration and Policy, 21(1), 68-84. https://doi.org/10.1108/pap-06-2018-004
Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338-352. https://doi.org/10.1016/j.system.2007.01.003
Naiman, N. (1996). The good language learner. Multilingual Matters.
O’Sullivan, B., & Cheng, L. (2022). Lessons from the Chinese imperial examination system. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00201-5
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL). System, 23(1), 1-23. https://doi.org/10.1016/0346-251x(94)00047-a
Oxford University Press. (2022). HKDSE English language exam analysis report 2022 (Papers 1–3). https://www.oupchina.com.hk/elt/free-resources/exam-analysis/hkdse_2022_analysis_oup.pdf
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
Peacock, M., & Ho, B. (2003). Student language learning strategies across eight disciplines. International Journal of Applied Linguistics, 13(2), 179-200. https://doi.org/10.1111/1473-4192.00043
Qian, D. D. (2008). English language assessment in Hong Kong: A survey of practices, developments and issues. Language Testing, 25(1), 85-110. https://doi.org/10.1177/0265532207083746
Rolland, L., Dewaele, J., & Costa, B. (2019). Planning and conducting ethical interviews. The Routledge handbook of research methods in applied linguistics, 279-289. https://doi.org/10.4324/9780367824471-24
Saglam, A. L., & Farhady, H. (2019). Can exams change how and what learners learn? Investigating the washback effect of a university English language proficiency test in the Turkish context. Advances in Language and Literary Studies, 10(1), 177. https://doi.org/10.7575/aiac.alls.v.10n.1p.177
Smart, C. (2017). Linear unit discourse analysis: The case of peer group interaction in the HKDSE public examination. The Asian Journal of Applied Linguistics, 4(2), 148-160. https://caes.hku.hk/ajal/index.php/ajal/article/view/448
Tsang, C. L., & Isaacs, T. (2021). Hong Kong secondary students’ perspectives on selecting test difficulty level and learner washback: Effects of a graded approach to assessment. Language Testing, 39(2), 212-238. https://doi.org/10.1177/02655322211050600
Watanabe, Y. (2004). Teacher factors mediating washback. (2004). In Washback in language testing (pp. 151-168). Routledge.
Weir, C. J. (2005). Language testing and validation: An evidence-based approach. Palgrave MacMillan.
Yang, N. (2004). Language learning strategies. ELTRLab. https://eltrlab.fll.ntu.edu.tw/LLS2004/index.htm
Yip, D. Y., & Cheung, D. (2005). Teachers’ concerns on school-based assessment of practical work. Journal of Biological Education, 39(4), 156-162. https://doi.org/10.1080/00219266.2005.9655989