Boosting Language Assessment Literacy and Positive Backwash: A Skill-Based Language Teaching Approach for EFL Graduate Students | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 8, Volume 10, Issue 1, January 2024, Page 267-324 PDF (994.81 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2024.360502 | ||||
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| Author | ||||
| Dr. Dalia Ali Maher Abbass Mohammed | ||||
| Associate professor of Curriculum & EFL Instruction – Faculty of Education – Mina University- Egypt | ||||
| Abstract | ||||
| ABSTRACT The present study aimed at investigating the effectiveness of using the skill-based language teaching approach to boost EFL graduate students' language assessment literacy and positive backwash effect. The study utilized the quasi-experimental research method (pretest-posttest non-treatment group design). Thirty participants enrolled in the professional diploma at the Faculty of Education, Minia University were randomly assigned to two intact groups: a treatment group (n=15) and a non-treatment group (n=15). The participants in the treatment group were trained and instructed using a skill-based language teaching program designed by the researcher whereas their counterparts in the non-treatment group did not receive such training as they received regular instruction. Instruments of the study included a needs-analysis questionnaire for assessment literacy, a test of language assessment literacy, and a scale of backwash effect. The findings revealed that the participants in the treatment group significantly surpassed their counterparts in the non-treatment group in the post-performance of the test of language assessment literacy, and the scale of backwash effect. Suggestions for further research and recommendations were also presented. | ||||
| Keywords | ||||
| Keywords: skill-based language teaching approach; language assessment literacy; backwash effect | ||||
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