Communicative english testing in duc trongs junior high schools a critical analysis

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES COMMUNICATIVE ENGLISH TESTING IN DUC TRONG’ S JUNIOR HIGH SCHOOLS: A CRITICAL ANALYSIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF TESOL Supervisor: Dr VŨ THỊ PHƯƠNG ANH Student: Trương Việt Hạnh Huyền HO CHI MINH CITY September 2006 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Communicative Language Testing in Duc Trong’s Junior High Schools: A Critical Analysis” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, September 28, 2006 Truong Viet Hanh Huyen ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my thesis supervisor, Dr Vu Thi Phuong Anh, who provided her whole-hearted guidance, valuable comments, criticism and support I am greatly indebted to my parents, my aunt and all my relatives for their love; care and support that helped me complete my study and particularly, this thesis My special thanks to Dr To Minh Thanh, Ms Cao Thi Quynh Loan, Dr Dennis F Berg, and Mr Le Van Tuyen who gave me their enthusiastic assistance and dedication I am also grateful to all the Duc Trong’s public junior high school English teachers, who helped me, carry out the survey; without their strong support I could have not solved the problems raised in my thesis Last but not least, I would like to thank Ms Nguyen Thuc Anh, Ms Nguyen Ngoc Mai, Ms Nguyen Thi Le Hang, Mr Nguyen Quang Trung, Mr Dao Dat Cuong, Ms Nguyen Thi Thanh Huong and other friends for their helpful comments, suggestions and encouragement ABSTRACT This thesis aims at analysing the reality of current English tests (abbreviated to CET) held in Duc Trong District junior high schools (abbreviated to JHS) in Lam Dong Province A study was conducted via a number of research methods including analysis of official documents given to JHS teachers of English by Provincial Education and Training Service (abbreviated to PETS) of Lam Dong Province, interviews, class observation, analysis of tests, and questionnaire surveys The purpose of the study was to investigate (1) what course objectives and testing procedures in JHS are, (2) whether English tests have both structure validity and content validity, (3) how these tests influence teachers’ methodology and selection of teaching content, and (4) how teachers react to the tests Results were as follows: (1) Course objectives are skills-based They aimed at helping pupils to use what they have learnt appropriately in their real life Testing therefore has to match instructional objectives English tests are supposed to focus on all the four basic language skills, i.e listening, speaking, reading and writing, within the scope of the language knowledge provided in the course books Tests of skills performance ought to be relevant to course objectives and associated with pupils’ proficiency of language use which is measured by Achievement tests Test forms are varied, including “oral” tests, fifteen-minute tests, fortyfive-minute tests, end-of-term tests, and end-of-year tests “Oral” tests focus on assessing pupils’ speaking skills through lesson-consolidating tests or while-teaching ones Fifteen-minute tests concentrate on separately measuring the rest of four basic language skills, i.e listening, reading and writing Forty-five-minute tests consist of measuring both language skills and language knowledge, which includes grammar and vocabulary End-of-term or end-of-year tests share their structure with forty-five-minute tests; as far as their test content is concerned, end-ofterm or end-of-year tests cover the whole of the course books applied in a school year (2) Because of their only main focus on grammar, forty-five-minute and end-of-term tests fail to correspond to structure validity and content validity Consequently, these tests cause a harmful backwash effect on the current teaching process in JHS because their grades double or even triple those of oral tests and fifteen-minute tests, which, despite their limited scopes of testing, correspond to both structure validity and content validity (3) To some extent, all the tests employed in JHS have an impact on teachers’ methodology: instead of applying only the Communicative Approach officially requested by the Ministry of Education and Training (abbreviated to MOET), JHS teachers have to combine the suggested method with others such as the Audio-Lingual and the GrammarTranslation The teachers’ choice of these methods is controlled by limited time for teaching and pupils’ need for communication (4) JHS teachers have two different attitudes towards the tests: negative and positive However, most of them consider changes in the testing system necessary They suggest some changes in three aspects: test form, test content, and test writer The test form is both oral and written The test content consists of communicative listening, speaking, reading and writing tasks The test writer is an experienced JHS teacher who knows their pupils’ level and the teaching content matching course objectives The study proposes some change to the current English testing reality and the quality of tests given in Duc Trong’s JHS in Lam Dong Province First, there must be a change concerning the form and content of final exam tests: they should be communicative tests, i.e tests of pupils’ proficiency of naturally authentic language use in a context of real-life situation However, the study clearly points out an immediate need for a number of adjustments applied in the current grading procedure: a decreased proportion for end-of-term and 45mintune tests and at the same time an increased proportion for oral and 15minute tests in pupils’ final scores As a result, there will be a restriction to harmful backwash effect on the teaching process Second, materials and time distribution for training English Language Assessment and Testing must be reexamined in Dalat Teachers’ College It is emphasized that the role of educational administrators for above alternatives is very crucial TABLE OF CONTENTS Page Certificate of originality i Acknowledgement ii Abstract .iii Table of contents vi Abbreviations vi INTRODUCTION The Problem Aims of the Study and Overview of the Thesis CHAPTER 1: BACKGROUND TO THE STUDY 1.1 Rationale for Implementing Change in English Language Testing 1.1.1 Reform of the Curriculum Content 1.1.2 Change of Teaching Methodology 1.2 The Role of Testing in Language Learning and Teaching 1.3 Factors influencing on Communicative English Testing 1.4 Summary CHAPTER 2: LITERATURE REVIEW 11 2.1 Communicative Approach to Language Testing 11 2.1.1 Communicative Approach 11 2.1.2 Testing Communicative Competence 13 2.1.3 What Communicative Language Tests Measure 14 2.2 Tests of Language Knowledge and Communicative Skills 16 2.2.1 Features of Language Knowledge and Communicative Skills 21 2.2.2 Task Characteristics to Evaluate Communicative Tests 19 2.4 ‘Backwash’ Theory 22 2.5 Summary 25 CHAPTER 3: METHODOLOGY 26 3.1 Research Questions 26 3.2 Research Design 26 3.2.1 Subjects 27 3.2.2 Instrument 30 3.2.3 Data Collection Procedures 32 3.3 Summary 34 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 35 4.1 Data Collected from Document Studies 35 4.1.1 English Course Objectives 35 4.1.2 Testing Procedures 37 4.2 Data Collected from Interviews 40 4.2.1 English Course Objectives 40 4.2.2 Testing Procedures 42 4.2.3 Test Validity 43 4.3 Data Collected from Class Observations 46 4.4 Data Collected from Test Analysis 47 4.4.1 End-of-term and Forty-five-minute Test 47 4.4.2 Fifteen-minute Tests 49 4.4.3 Some Other Remarks 50 4.5 Data Collected from Questionnaires 53 4.5.1 Structure validity 54 4.5.2 Influence of Tests on Teachers’ Syllabus 56 4.5.3 Influence of Tests on Teachers’ Method 58 4.5.4 Teachers’ Attitudes towards Tests 60 4.5 Summary CHAPTER 5: FINDINGS AND RECOMMENDATIONS 62 5.1 Findings 62 5.2 Implications 70 5.3 Recommendations 71 5.4 Summary 74 CONCLUSION 75 APPENDICES 78 Appendix 78 Appendix 80 Appendix 82 Appendix 83 Appendix 85 Appendix 86 Appendix 87 Appendix 87 Appendix 94 Appendix 97 Appendix 10 98 BIBLIOGRAPHY 99 ABBREVIATIONS CET: Communicative English Testing DETS: District Education and Training Service PETS: Provincial Education and Training Service EP: Education Press HCMC: Ho Chi Minh City L1: First Language L2: Foreign / Second Language MOET: Ministry of Education and Training JHS: Junior High Schools INTRODUCTION 0.1 Statement of the Problem Language tests may have positive or negative backwash effects on the teaching-learning process Positive backwash occurs when there is no conflict between test content, test structure and course objectives or course books On the contrary, inconsistency between test content, test structure and course objectives or course books almost certainly leads to negative backwash A sense that such negative backwash may occur in her home educational environment is the primary motive for the author of the M.A thesis to undertake this study The quality of teaching and learning English at all levels in Lam Dong Province in general and Duc Trong District in particular is currently under criticism, for the pupils’ real language abilities upon graduation are unfavorably evaluated Though not been publicly released, the two following opinions have been supported by junior high school (abbreviated to JHS) English teachers in Duc Trong District, Lam Dong Province On the one hand, current teaching methods, English course books and language tests not help to improve the quality of teaching and learning English there On the other hand, tests not match course objectives well and thus fail to meet the pupils’ demand for their appropriate English performance in real life Raised from the effect of tests currently held in JHS (from Grade to Grade 9) is an issue concerning teachers’ method, selection of teaching content and teachers’ attitude Accordingly, done for this M.A thesis is the study which aims Your school / grade / subjects Hobbies / interests * Đề kiểm tra 45 phút TEST Question I Listen to two people talking about their home town Fill in the gaps You will hear each speaker voice Person 1: lives near a theatre and a cinema lives in ……………… lives right in ……………………… can go to ………………………………… or go to ……………………………… with her parents and brother Person 2: …………………………… living in Glasgow has got a very ………………………………………… her house is next to ……………………………… There are a lot of …………………………… on every street She thinks living out ……………………………… must be nicer Question II Circle the best option to complete the following sentences (2.5 pts) Mai ………………… in Ha Noi for years so far a has lived b is living c lives d live If you have good qualifications, you will have a good ……………………………… a vacation b work c job d holiday This is the house …………………………… Hai was born a where b which c that d when This work must ………………………………… on time a finish b to finish c finishing d to have finished It is Saturday today, ………………………… ? a is it b isn’t it c it isn’t d it is Question III Read the passage and the task that follows (2.5 pts) Chiang Mai is a city in the north of Thailand that has a wonderful night market In the evening, the main street is lined with small stands and shop that sell almost everything you can imagine Some stands sell jewelry or clothing, others sell traditional Thai crafts, and still others sell fresh fruit and spices It’s easy to spend an entire evening just looking at everything and it’s also easy to buy things because the prices are very reasonable There are a lot of wonderful attractions in Chiang Mai, but the market is the most attractive to many people Where is Chiang Mai? How is the street in Chiang Mai at night? What can you buy in the market? Are things in the market very expensive? Is the market the only attraction in Chiang Mai? Question IV Imagine you visited your relatives in Hanoi last week Write a letter to your penpal friends Follow the questions: Who did you visit in Hanoi? Who met you at the bus / train station / airport? Where did you stay? What did you in Hanoi? What interested you most? How you feel now? KEY TEST Question 1 Glasgow the countryside a bus station the centre doesn’t like traffic jams a park small garden of the city TAPESCRIPT: Person 1: Well I like living in Glasgow, mainly because I live right in the centre If I want to go to the theatre, I can leave my house about fifteen minutes before the show starts, and walk there I can the same with a cinema On Sundays, I can go to the park with my friends or visit a museum or art gallery Or I can go to the countryside with my friends and brother Person 2: I don’t like living in Glasgow at all I’ve got a very small garden with a bus station at the bottom So it’s very noisy I’m also near the airport too, so planes go over every hour It is really bad to go to work because there are a lot of traffic jams I’d like to move out of the city Question in the north of Thailand In the evening, the main street is lined with small stands and shops that sell almost everything you can imagine … jewelry clothing, traditional Thai crafts, fresh fruit and spices No they are reasonable No it isn’t Question – a, – c, – a, – a, - b Appendix 10 Specific Objectives Grade Language knowledge: Grammar and vocabulary are considered as means of communication and information exchange They are taught in context of communicative purposes, i.e., they are put in small units which contain communicative situations or the exchange of two people Language skills: Oral-aural skills of Listening, Speaking, Reading and Writing are equally developed These skills are closely coordinated in class activities Pupils are given opportunities to practise listening and speaking as much as possible on the basis of the language knowledge provided Grade Language knowledge: - Grammar is introduced in the topics and situations and practised in contexts; then is systematically consolidated at the end of some units or the course books - Vocabulary is learnt through topics to obtain great contextualization extent and help pupils achieve easy acquisition and long-term memory - Pronunciation is taught and practised with the teaching of vocabulary, grammar, listening, and speaking Language skills: Skills of Listening, Speaking, Reading and Writing are the focus and combination of class tasks and activities Oral – aural skills are the focus which serves as the basis for developing reading and writing skills in the following years - Listening is always used in the combination with Reading to introduce new language items or new section content Besides, Listening is practised gradually through different listening tasks: listening for gist, listening for specific information, listening for guessing the meaning from context, and so on - Speaking is learnt with pronunciation, grammar, vocabulary, language functions and other skills, through short dialogues or conversations or topical content in a unit - Reading is used as a means of introducing new language items and content Reading is also developed through different aims such as reading for scanning, reading for skimming, reading for information with different-style texts as written texts, oral texts, dialogues, prose, poem, advertisements, charts, forms and so on - Writing is used to consolidate new language items with basic tasks Besides, pupils are practised with purposeful writing tasks: writing a personal letter, filling in forms, writing simple reports, writing a short passage with cues or on the basis of a theme learnt, or giving simple opinions Grade Language knowledge: - Grammar is learnt and widened on the basis of language knowledge provided from grades and 7, which aims at enabling pupils communicate in thematic contents of syllabus - Vocabulary: About 300 – 400 basic words are introduced so that pupils can communicate in thematic contents of syllabus Language skills: Listening, Speaking, Reading and Writing skills are presented and practised separately on the basis of language knowledge provided After finishing grade-8 syllabus, pupils can: - Listening: listen and understand the main ideas of short exchanges in class, short reading texts with thematic contents of course books - Speaking: express daily simple communication related to themes and language learnt in English - Reading: read and comprehend content of texts and short paragraphs (about 120 -150 words) - Writing: write simple sentences Pupils can write short passages with sample instructions and cues for themes in course books Grade Language knowledge: - Language knowledge is learnt on the basis of old language knowledge provided from grades 6, 7, and to help pupils communicate in thematic contents of syllabus - Vocabulary: About 300 -400 basic words are provided so that pupils can communicate in thematic contents of syllabus Language skills: Listening, Speaking, Reading and Writing skills are presented and practised separately on the basis of language knowledge provided After finishing grade-9 syllabus, pupils can: - Listening: listen and understand the main ideas of short exchanges in class, short reading texts with thematic contents of course books - Speaking: express daily simple communication related to themes and language learnt in English - Reading: read and comprehend content of texts and short paragraphs (about 120 -150 words) - Writing: write simple sentences Pupils can write short passages with sample instructions and cues for themes in course books Appendix 11 Test Tasks Forms Speaking Listening Reading Writing Tasks - role-play: pupils play roles of topics learnt - games - story-telling - information exchange: pupils exchange information of topics learnt (or pupil exchanges information with a teacher - one pupil talks with topics learnt by himself or herself - multiple-choice - fill-in-the-table - true / false - choosing correct pictures - sentence completion with blank cued words - reading comprehension questions - true / false - passage completion with words - choosing correct pictures - information order arrangement - dialogue completion - multiple-choice - matching - fill-in-the-blanks (vocabulary or grammar items) - supplying correct verb form - using words in sentences - sentence correction - sentence transformation - sentence matching - answering questions - multiple-choice completion/ cloze / paraphrase - true/ false choice - word forms - composition/précis (controlled writing) Appendix 12 Representative Tests for Collected Tests Appendix 13 A Photo of the Second-semester English Grades of a Class BIBLIOGRAPHY Airsian, P W (1996) Assessment in the Classroom: A Concise Approach Boston: The McGraw-Hill Companies Alderson, J C (1981b) Report of the Discussion on Communicative Language Testing J C Alderson and A Hughes (eds) Alderson, J C (1986) Innovations in Language Testing In M Portal (ed) Alderson, J C (eds) (1981) Issues in Language Testing ELT Documents 111 London: The British Council Alderson, J C and C Clapham (1995) Assessing Student Performance in the ESL classroom TESOL Quarterly 29 (1) Alderson, J C., C Clapham, and D Wall (1995) Language Test Construction and Evaluation Cambridge: CUP Bachman, L F (1990b) Fundamental Considerations in Language Testing Oxford: OUP Bachman, L F (1991) What does Language Testing Have to Offer? 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