Washback Effect of TOEIC Listening And Reading as a College Exit Test in Riau, Indonesia
Keywords:
TOEIC, Listening, Reading, Test impact, Standardized test
Abstract
The utilization of the TOEIC test in some universities in Indonesia as a language exit exam highlights the phenomenon of the washback effect, revealing that this exit requirement influences the narrowing of teaching content and a less communicative teaching process. Some universities in Indonesia have employed the TOEIC (Test of English for International Communication) listening and reading test as a language exit exam. This study investigated teachers’ perceptions concerning the TOEIC listening and reading test. The data were gathered by administering a questionnaire at three major Indonesian universities. The finding revealed that using TOEIC listening and reading as an exit requirement impacted the narrowing of teaching content and led to a non-communicative teaching process, yet the influence was not significant. This study found that the perceived test impact was influenced by factors differing from another research context.
References
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Apichatrojanakul, P. (2011). The Washback Effects of the TOEIC Examination on the Teachers and Students of a Thai Business School. Language Testing in Asia, 1(1), 62–75. https://doi.org/10.1186/2229-0443-1-1-62
Booth, D. K. (2018). The TOEIC (pp. 19–35). Springer, Cham. https://doi.org/10.1007/978-3-319-70446-3_3
Chen, M.-L., & Hung, L.-M. (2014). Influence of TOEIC on Teachers and Students at Tertiary Level. 93–94. https://doi.org/10.2991/icassr-14.2014.26
Cheng, L. (1997). How does washback influence teaching? Implications for hong kong1. Language and Education, 11(1), 38–54. https://doi.org/10.1080/09500789708666717
Cheng, L., Sun, Y., & Ma, J. (2015). Review of washback research literature within Kane’s argument-based validation framework. In Language Teaching (Vol. 48, Issue 4, pp. 436–470). Cambridge University Press. https://doi.org/10.1017/S0261444815000233
Chiang, H.-H. (2018). English Vocabulary Size as a Predictor of TOEIC Listening and Reading Achievement among EFL Students in Taiwan. Theory and Practice in Language Studies, 8(2), 203. https://doi.org/10.17507/tpls.0802.04
Ching-Shyang Chang, A. (2007). The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use. System, 35(4), 534–550. https://doi.org/10.1016/j.system.2007.06.003
Choi, I.-C. (2008). The impact of EFL testing on EFL education in Korea. Language Testing, 25(1), 39–62. https://doi.org/10.1177/0265532207083744
Endriyati, R., & Anggraeni, D. A. (2019). The Washback Effect of National Examination on English Language Teaching in Junior High School in Indonesia. The 2nd International Conference on Language, Literature and Teaching, 106–111.
Hsieh, C.-N. (2017). The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC ® Tests as a Condition of Graduation. ETS Research Report Series, 2017(1), 1–12. https://doi.org/10.1002/ets2.12179
Hung, S. T. A. (2012). A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program. Computer Assisted Language Learning, 25(1), 21–36. https://doi.org/10.1080/09588221.2010.551756
Indrawati, T. (2018). Wash-Back of English National Examination on Teaching Learning Process. RETAIN, 6(3), 60–68.
Johnson, K. E., Jordan, S. R., & Poehner, M. E. (2005). The TOEFL Trump Card: An Investigation of Test Impact in an ESL Classroom. Critical Inquiry in Language Studies, 2(2), 71–94. https://doi.org/10.1207/s15427595cils0202_1
Jung, H. (2010). Washback Effects of New TOEIC on Korean College Students’ English Teaching and Learning. English21, 23(3), 183–207. https://doi.org/10.35771/engdoi.2010.23.3.009
KI Shin, & Oh. (2012). The effects of TOEIC Teaching as a Compulsory Course in a College. Studies in Linguistics, null(24), 125–137. https://doi.org/10.17002/sil..24.201207.125
Kuang, Q. (2020). A Review of the Washback of English Language Tests on Classroom Teaching. English Language Teaching, 13(9), 10–17. https://doi.org/10.5539/elt.v13n9p10
Lee, J.-A. (1990). 듣기 전략 사용 선호도가 TOEIC 듣기 성취도에 미치는 영향과 매개 변인과의 관계 *)에 의해 학습전략 목록과 분류 체계가 제시되고 측정. In English Language & Literature Teaching (Vol. 15, Issue 4). The English Teachers Association in Korea.
Mahaputri, D. S. (2013). Improving Sophomore Listening Ability By Using Toeic and Toefl Exercises At Stkip Abdi Pendidikan Payakumbuh. Al-Ta Lim Journal, 20(3), 524–533. https://doi.org/10.15548/jt.v20i3.49
McCarthey, S. J. (2008). The Impact of No Child Left Behind on Teachers’ Writing Instruction. Written Communication, 25(4), 462–505. https://doi.org/10.1177/0741088308322554
Moon, Tonya R.; Brighton, Catherine M.; Jarvis, Jane M.; Hall, C. J. (2007). THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED State Standardized Testing Programs: Their Effects on Teachers and Students. In National Research Center on the Gifted and Talented. National Research Center on the Gifted and Talented. University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, CT 06269-4676. Tel: 860-486-4676; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu/nrcgt.html.
Nahdia, K. (2017). Washback Analysis of Students’ Perception and Teachers’ Teaching Material of English National Examination 2017. Journal of English Language Teaching, 6(1), 92–101. https://doi.org/10.15294/elt.v6i1.20685
Nguyen, H., & Gu, Y. (2020). Impact of TOEIC Listening and Reading as a University Exit Test in Vietnam Impact of TOEIC Listening and Reading as a University Exit Test in. Language Assessment Quarterly, 00(00), 1–21. https://doi.org/10.1080/15434303.2020.1722672
O’Sullivan, B., Dunn, K., & Berry, V. (2019). Test preparation: an international comparison of test takers’ preferences. Assessment in Education: Principles, Policy & Practice, 1–24. https://doi.org/10.1080/0969594x.2019.1637820
Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991). A Developmental Perspective on Standardized Achievement Testing. Educational Researcher, 20(5), 12–20. https://doi.org/10.3102/0013189X020005012
Park, S., Kwak, E.-J., Tak, J., & Tate, T. (2020). Investigation on TOEIC score trends in Korea and its pedagogical implications. Cogent Education, 7(1), 1796557. https://doi.org/10.1080/2331186X.2020.1796557
Powers, D. E. (2018). TOEIC (Test of English for International Communication). In The TESOL Encyclopedia of English Language Teaching (pp. 1–8). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0630
Powers, D. E., Kim, H.-J., & Weng, V. Z. (2008). THE REDESIGNED TOEIC® (LISTENING AND READING) TEST: RELATIONS TO TEST-TAKER PERCEPTIONS OF PROFICIENCY IN ENGLISH. ETS Research Report Series, 2008(2), i–120. https://doi.org/10.1002/j.2333-8504.2008.tb02142.x
Razavipour, K., Habibollahi, P., & Vahdat, S. (2020). Preparing for the higher education admission test: preparation practices and test takers’ achievement goal orientations. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1773392
Schissel, J. L. (2018). Test Impact and Washback. In The TESOL Encyclopedia of English Language Teaching (pp. 1–6). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0353
Shih, C. M. (2010). The washback of the general English proficiency test on university policies: A Taiwan case study. Language Assessment Quarterly, 7(3), 234–254. https://doi.org/10.1080/15434301003664196
Shohamy, E. (2007). Language tests as language policy tools. Assessment in Education: Principles, Policy and Practice, 14(1), 117–130. https://doi.org/10.1080/09695940701272948
Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: washback effect over time. Language Testing, 13(3), 298–317. https://doi.org/10.1177/026553229601300305
Smith, M. L. (1991a). Put to the Test: The Effects of External Testing on Teachers. Educational Researcher, 20(5), 8–11. https://doi.org/10.3102/0013189X020005008
Smith, M. L. (1991b). Meanings of Test Preparation. American Educational Research Journal, 28(3), 521–542. https://doi.org/10.3102/00028312028003521
Wall, D., & Alderson, J. C. (1993). Examining washback: The Sri Lankan Impact Study. Language Testing, 10(1), 41–69. https://doi.org/10.1177/026553229301000103
Wilson, K. M. (2000). AN EXPLORATORY DIMENSIONALITY ASSESSMENT OF THE TOEIC TEST. ETS Research Report Series, 2000(2), i–28. https://doi.org/10.1002/j.2333-8504.2000.tb01837.x
Woodford, P. E. (1980). The Test of English for International Communication (TOEIC).
Xie, Q. (2013). Does test preparation work? implications for score validity. Language Assessment Quarterly, 10(2), 196–218. https://doi.org/10.1080/15434303.2012.721423
Yahmun, Y., Sumarti, E., & Setyowati, D. (2020). LISTENING DIFFICULTIES FACED BY THE FIRST SEMESTER STUDENTS AT BASIC LISTENING CLASS. Journey: Journal of English Language and Pedagogy, 3(1), 57-61. https://doi.org/10.33503/journey.v3i1.710
Zahruni, N. A., Fahmi, F., & Pratolo, B. W. (2020). The Challenges of Taking TOEIC Test and How to Overcome: Perception of Indonesian Vocational Students. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 82–91. https://doi.org/10.30605/25409190.167
Apichatrojanakul, P. (2011). The Washback Effects of the TOEIC Examination on the Teachers and Students of a Thai Business School. Language Testing in Asia, 1(1), 62–75. https://doi.org/10.1186/2229-0443-1-1-62
Booth, D. K. (2018). The TOEIC (pp. 19–35). Springer, Cham. https://doi.org/10.1007/978-3-319-70446-3_3
Chen, M.-L., & Hung, L.-M. (2014). Influence of TOEIC on Teachers and Students at Tertiary Level. 93–94. https://doi.org/10.2991/icassr-14.2014.26
Cheng, L. (1997). How does washback influence teaching? Implications for hong kong1. Language and Education, 11(1), 38–54. https://doi.org/10.1080/09500789708666717
Cheng, L., Sun, Y., & Ma, J. (2015). Review of washback research literature within Kane’s argument-based validation framework. In Language Teaching (Vol. 48, Issue 4, pp. 436–470). Cambridge University Press. https://doi.org/10.1017/S0261444815000233
Chiang, H.-H. (2018). English Vocabulary Size as a Predictor of TOEIC Listening and Reading Achievement among EFL Students in Taiwan. Theory and Practice in Language Studies, 8(2), 203. https://doi.org/10.17507/tpls.0802.04
Ching-Shyang Chang, A. (2007). The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use. System, 35(4), 534–550. https://doi.org/10.1016/j.system.2007.06.003
Choi, I.-C. (2008). The impact of EFL testing on EFL education in Korea. Language Testing, 25(1), 39–62. https://doi.org/10.1177/0265532207083744
Endriyati, R., & Anggraeni, D. A. (2019). The Washback Effect of National Examination on English Language Teaching in Junior High School in Indonesia. The 2nd International Conference on Language, Literature and Teaching, 106–111.
Hsieh, C.-N. (2017). The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC ® Tests as a Condition of Graduation. ETS Research Report Series, 2017(1), 1–12. https://doi.org/10.1002/ets2.12179
Hung, S. T. A. (2012). A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program. Computer Assisted Language Learning, 25(1), 21–36. https://doi.org/10.1080/09588221.2010.551756
Indrawati, T. (2018). Wash-Back of English National Examination on Teaching Learning Process. RETAIN, 6(3), 60–68.
Johnson, K. E., Jordan, S. R., & Poehner, M. E. (2005). The TOEFL Trump Card: An Investigation of Test Impact in an ESL Classroom. Critical Inquiry in Language Studies, 2(2), 71–94. https://doi.org/10.1207/s15427595cils0202_1
Jung, H. (2010). Washback Effects of New TOEIC on Korean College Students’ English Teaching and Learning. English21, 23(3), 183–207. https://doi.org/10.35771/engdoi.2010.23.3.009
KI Shin, & Oh. (2012). The effects of TOEIC Teaching as a Compulsory Course in a College. Studies in Linguistics, null(24), 125–137. https://doi.org/10.17002/sil..24.201207.125
Kuang, Q. (2020). A Review of the Washback of English Language Tests on Classroom Teaching. English Language Teaching, 13(9), 10–17. https://doi.org/10.5539/elt.v13n9p10
Lee, J.-A. (1990). 듣기 전략 사용 선호도가 TOEIC 듣기 성취도에 미치는 영향과 매개 변인과의 관계 *)에 의해 학습전략 목록과 분류 체계가 제시되고 측정. In English Language & Literature Teaching (Vol. 15, Issue 4). The English Teachers Association in Korea.
Mahaputri, D. S. (2013). Improving Sophomore Listening Ability By Using Toeic and Toefl Exercises At Stkip Abdi Pendidikan Payakumbuh. Al-Ta Lim Journal, 20(3), 524–533. https://doi.org/10.15548/jt.v20i3.49
McCarthey, S. J. (2008). The Impact of No Child Left Behind on Teachers’ Writing Instruction. Written Communication, 25(4), 462–505. https://doi.org/10.1177/0741088308322554
Moon, Tonya R.; Brighton, Catherine M.; Jarvis, Jane M.; Hall, C. J. (2007). THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED State Standardized Testing Programs: Their Effects on Teachers and Students. In National Research Center on the Gifted and Talented. National Research Center on the Gifted and Talented. University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, CT 06269-4676. Tel: 860-486-4676; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu/nrcgt.html.
Nahdia, K. (2017). Washback Analysis of Students’ Perception and Teachers’ Teaching Material of English National Examination 2017. Journal of English Language Teaching, 6(1), 92–101. https://doi.org/10.15294/elt.v6i1.20685
Nguyen, H., & Gu, Y. (2020). Impact of TOEIC Listening and Reading as a University Exit Test in Vietnam Impact of TOEIC Listening and Reading as a University Exit Test in. Language Assessment Quarterly, 00(00), 1–21. https://doi.org/10.1080/15434303.2020.1722672
O’Sullivan, B., Dunn, K., & Berry, V. (2019). Test preparation: an international comparison of test takers’ preferences. Assessment in Education: Principles, Policy & Practice, 1–24. https://doi.org/10.1080/0969594x.2019.1637820
Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991). A Developmental Perspective on Standardized Achievement Testing. Educational Researcher, 20(5), 12–20. https://doi.org/10.3102/0013189X020005012
Park, S., Kwak, E.-J., Tak, J., & Tate, T. (2020). Investigation on TOEIC score trends in Korea and its pedagogical implications. Cogent Education, 7(1), 1796557. https://doi.org/10.1080/2331186X.2020.1796557
Powers, D. E. (2018). TOEIC (Test of English for International Communication). In The TESOL Encyclopedia of English Language Teaching (pp. 1–8). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0630
Powers, D. E., Kim, H.-J., & Weng, V. Z. (2008). THE REDESIGNED TOEIC® (LISTENING AND READING) TEST: RELATIONS TO TEST-TAKER PERCEPTIONS OF PROFICIENCY IN ENGLISH. ETS Research Report Series, 2008(2), i–120. https://doi.org/10.1002/j.2333-8504.2008.tb02142.x
Razavipour, K., Habibollahi, P., & Vahdat, S. (2020). Preparing for the higher education admission test: preparation practices and test takers’ achievement goal orientations. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1773392
Schissel, J. L. (2018). Test Impact and Washback. In The TESOL Encyclopedia of English Language Teaching (pp. 1–6). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0353
Shih, C. M. (2010). The washback of the general English proficiency test on university policies: A Taiwan case study. Language Assessment Quarterly, 7(3), 234–254. https://doi.org/10.1080/15434301003664196
Shohamy, E. (2007). Language tests as language policy tools. Assessment in Education: Principles, Policy and Practice, 14(1), 117–130. https://doi.org/10.1080/09695940701272948
Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: washback effect over time. Language Testing, 13(3), 298–317. https://doi.org/10.1177/026553229601300305
Smith, M. L. (1991a). Put to the Test: The Effects of External Testing on Teachers. Educational Researcher, 20(5), 8–11. https://doi.org/10.3102/0013189X020005008
Smith, M. L. (1991b). Meanings of Test Preparation. American Educational Research Journal, 28(3), 521–542. https://doi.org/10.3102/00028312028003521
Wall, D., & Alderson, J. C. (1993). Examining washback: The Sri Lankan Impact Study. Language Testing, 10(1), 41–69. https://doi.org/10.1177/026553229301000103
Wilson, K. M. (2000). AN EXPLORATORY DIMENSIONALITY ASSESSMENT OF THE TOEIC TEST. ETS Research Report Series, 2000(2), i–28. https://doi.org/10.1002/j.2333-8504.2000.tb01837.x
Woodford, P. E. (1980). The Test of English for International Communication (TOEIC).
Xie, Q. (2013). Does test preparation work? implications for score validity. Language Assessment Quarterly, 10(2), 196–218. https://doi.org/10.1080/15434303.2012.721423
Yahmun, Y., Sumarti, E., & Setyowati, D. (2020). LISTENING DIFFICULTIES FACED BY THE FIRST SEMESTER STUDENTS AT BASIC LISTENING CLASS. Journey: Journal of English Language and Pedagogy, 3(1), 57-61. https://doi.org/10.33503/journey.v3i1.710
Zahruni, N. A., Fahmi, F., & Pratolo, B. W. (2020). The Challenges of Taking TOEIC Test and How to Overcome: Perception of Indonesian Vocational Students. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 82–91. https://doi.org/10.30605/25409190.167
Published
2023-11-22
How to Cite
Masrul, M., & Rasyidah, U. (2023). Washback Effect of TOEIC Listening And Reading as a College Exit Test in Riau, Indonesia. Journey: Journal of English Language and Pedagogy, 6(3), 698-712. https://doi.org/10.33503/journey.v6i3.3767
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Articles
Copyright (c) 2023 Masrul Masrul, Ummi Rasyidah
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