VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wlles THE WASHBACK EFFECT OF IELTS ON ENGLISH TEACHERS’ METHODS OF TEA
Rationale of the Study oo e
In the mid-1990s, the IELTS exam was introduced in Vietnam primarily for students seeking scholarships to study abroad, and later it became applicable to anyone aspiring to pursue their education overseas Over time, there has been a growing trend in Vietnamese schools where English certificates, including IELTS, have become mandatory (Hang, 2022).
Since 2015, Vietnamese students who achieve an IELTS score of at least 4.0 are automatically granted a 10 on the English test in the high school graduation exam by the Ministry of Education and Training Between 2019 and 2021, the number of students in Hanoi eligible for this benefit increased significantly from 3,000 to 10,800. Similarly, in 2023, nearly 10,000 students in Ho Chi Minh City were exempt from the English test in the high school graduation exam, reflecting a substantial rise compared to the previous year.
Moreover, foreign language certificates are widely used for university admissions and graduation requirements The National Economics University began considering IELTS test results for admissions in 2017, followed by other universities such as the Foreign Trade University and the HCMC University of Technology and Education The proportion of students admitted to universities based on foreign language certificates has also witnessed rapid growth For instance, at the National Economics University, this percentage increased from 5% in 2017 to 30% in 2022 Assoc Prof Dr Bui Duc Trieu, Head of the Training Management Department at the National Economics University (NEU), stated that they received around 11,000 applications with English certificates, particularly IELTS, in 2023, indicating a significant surge in the number of candidates in this category over the past six years.
The widespread acceptance of IELTS has led to the emergence and expansion of IELTS preparation courses in Vietnam These courses have gained popularity among Vietnamese students, as many of them face difficulties in achieving the
1 required IELTS band scores Consequently, IELTS preparation courses have been incorporated into the curriculum of various English centers, public schools, and private schools in Vietnam.
The IELTS preparation courses primarily focus on helping students achieve the desired band scores, which inadvertently influences both teachers and learners, as well as the teaching and learning process This influence can have positive or negative effects (Ferman, 2004; Green, 2007; Hayes & Read, 2004; Wall, 2005; Zafarghandi & Nemati, 2015) This phenomenon is commonly known as the washback or backwash effect (Alderson & Wall, 1993) According to Alderson and Wall (1993), washback is considered a powerful concept that test designers should pay attention to and that most classroom teachers are well aware of.
Washback is seen as positive when the teaching goals align with the curriculum or test objectives, and when authentic tasks and communicative teaching methods are employed in the classroom (Alderson & Wall, 1993; Messick, 1996; Wall, 2012). However, washback is deemed negative when it leads to a narrower curriculum, with a greater focus on teaching isolated test items at the expense of developing other academic skills, and when more time is spent on practicing test content (Madaus, 1988) Given that washback is inevitable in IELTS preparation classes, it is important to conduct proper research to maximize positive effects and minimize negative ones.
While both teachers and students are influenced by standardized tests, this research specifically focuses on the role of teachers in test preparation courses, as they have a significant impact (Spratt, 2005) Previous studies conducted in foreign contexts have examined the effects of IELTS washback on teachers For instance, Hayes and Read (2004) conducted a study in New Zealand and discovered a notable difference between IELTS preparation courses and English for Academic Purposes (EAP) courses The findings showed that instructors in IELTS classes prioritized test task practice, potentially neglecting the development of broader language skills In Vietnam, Nguyen, H V., Nguyen, M X N C., and Dao, P (2020) investigated the impact of IELTS on English language teachers in Central Vietnam However, despite these studies, there is still a need to thoroughly explore the effects of IELTS washback on English teachers' approaches to teaching speaking skills in Vietnamese high schools.
In light of the growing popularity of IELTS among Vietnamese high school students in recent years, the researcher humbly aims to explore how IELTS may influence the approaches of English teachers when teaching speaking skills The anticipated findings of this research are expected to offer valuable insights that could contribute to the ongoing evaluation of the suitability of IELTS as a reliable measure of Vietnamese students' English proficiency It is with utmost humility that the researcher embarks upon this study titled "The washback effects of IELTS on English teachers' methods of teaching speaking skills: A case study at a high school in Haiphong."
Aim and objectives of the Study cccccccccesscesseceseeeeseeeeseceseeceseeceaeceseecneeceseeeeseenees 3 1.3 Research questions na
The writer aimed at exploring IELTS washback on English teachers’ methods of teaching speaking skills This overall aim can be achieved through the following objectives:
(1) To find out the washback effects of IELTS on English teachers’ methods of teaching speaking skills
(2) To examine English teachers’ opinions about the washback effects of IELTS on their methods of teaching speaking skills
The objectives of the study are summarized into two research questions:
(1) What are the washback effects of IELTS on English teachers’ methods of teaching speaking skills?
(2) What are English teachers’ opinions about the washback effects of IELTS on their methods of teaching speaking skills?
Due to the aim of the study, the researcher set certain scopes for the study This research was undertaken with the participation of the English teachers at a public high school in Haiphong in May, 2023 The researcher had the opportunity to observe six English speaking lessons instructed by three English teachers The study focused on the washback effects of IELTS on English teachers’ methods of teaching speaking skills Hence, IELTS washback on lessons of other skills such as listening, reading and writing would be beyond the scope.
The study utilized a case study research design and employed observation and interviews as research instruments.
Initially, the researcher observed six speaking lessons taught by three English teachers These lessons were conducted in separate classes, which were divided into two groups Group | included Class 1, Class 2, and Class 3, whose students intended to take the IELTS test Group 2 consisted of Class 4, Class 5, and Class 6, whose students did not plan to sit for the test Each teacher taught one class from Group 1 and one class from Group 2, allowing for a comparison of their methods of teaching speaking skills between the two groups All the lessons were recorded on video, enabling the researcher to transcribe the data and review the recordings for analysis.
Following the observation phase, interviews were conducted with the teachers to gather their personal opinions on the washback effects of IELTS on their teaching methods for speaking skills.
Finally, the researcher organized and analysed the data obtained from both the observation and interviews to generate meaningful findings.
The writer anticipates that this study will offer valuable insights of both theoretical and practical significance Theoretically, the study contributes to the broader understanding of washback effects, specifically focusing on the impact of IELTS on teachers and their teaching methods Moreover, the research findings provide valuable information that can assist educators and policymakers in making informed decisions regarding the potential utilization of IELTS as an English proficiency assessment for Vietnamese students.
The paper consists of five main parts as follows:
Chapter 1 - Introduction: gives an overview of the present study including reasons for conducting the study, research aim, researcher objectives and research questions, scope, method and contributory aspects of the study.
Chapter 2 - Literature Review: offers an outline of relevant foreign and local studies as well as the fundamental knowledge of washback effect, speaking skills in second language teaching and learning, and the IELTS Speaking Test.
Chapter 3 - Methodology: demonstrates research design, research approach, research context, participants, the procedure of data collection and data analysis method.
Chapter 4 - Data Analysis and Findings: describes the detailed analysis of the collected data and presents the findings, explanations, and interpretation of the findings.
Chapter 5 - Conclusion: recaps the whole research, summarizes the key results, puts forward implications, limitations of the research and recommendations for the future studies.
This chapter reviews the theories related to washback effect of testing and methods of teaching speaking skills The chapter also presents the previous studies on the research area, which played a vital role in directing him to find out the appropriate method to conduct the research.
The field of applied linguistics defines "washback" or "backwash" as the influence of tests on instruction and learning (Alderson & Wall, 1993; Cheng & Curtis, 2004; Messick, 1996) Wall (1997) introduce two terms to describe different levels of test effects: "Impact" refers to the broader societal effects of tests on education, including the entire society, school communities, universities, test score interpreters, and parents On the other hand, "washback" specifically refers to the impact of language tests on specific aspects of classroom instruction and learning Tests with significant consequences generate washback, while low-stakes tests have minimal or no washback (Alderson & Wall, 1993).
Cheng and Curtis (2004) propose the idea that tests should drive teaching and learning, emphasizing the potential for tests to have positive washback effects on curriculum and teaching, thereby enhancing the learning experience (McNamara, 2000) This concept aligns with the notion of "measurement-driven instruction," which emphasizes aligning the test format and content with the curriculum to positively impact teaching and learning (Cheng & Curtis, 2004).
However, washback is a complex concept influenced by various factors. Chappell, Bodis, and Jackson (2015) and Alderson and Wall (1993) argue that washback is intricate due to multiple factors, such as classroom conditions, teaching traditions, learner motivation, and the dynamics of classroom interaction Andrews, Fullilove, and Wong (2002) add that washback is largely unpredictable and indirect, as it relies on the mediation of teachers, publishers, and material developers Individual differences among teachers and students also contribute to the unpredictability of washback.
Similarly, Wall (2012) argues that washback is a complex phenomenon due to several factors: ¢ Washback can have positive or negative effects on the acquisition of academic skills. ôIt can manifest immediately or with a delay, either appearing soon after the introduction or modification of a test or at a later stage within an educational system. ¢ Washback can be direct, influenced by the test itself, or indirect, resulting from other contextual factors. ¢ Due to individual differences among teachers and students, washback can be either predictable or unpredictable. s Methodologically, it can be challenging to determine whether washback has occurred, as it requires procedures that can discern whether the test itself is responsible for the observed washback effect on classroom practices or if other contextual factors are involved.
According to Cheng and Curtis (2004), washback is influenced by various factors, including: s Test-related aspects such as test procedures, questions asked, skills assessed, the test's objective, and decisions based on the test results. ¢ Elements of prestige, such as the test's objectives and its standing within the broader educational system. ¢ Personal factors, including teachers' educational backgrounds and their opinions on effective teaching and learning techniques.
* Contextual factors, encompassing micro-contextual factors within the educational environment where test preparation occurs, as well as macro-contextual factors related to the society in which the test is used.
From these perspectives, "washback," also known as "backwash," refers to the influence of language tests on specific aspects of classroom instruction and learning It is distinct from the broader societal effects of tests known as "impact." Washback occurs when tests with significant consequences generate observable changes in classroom practices, while low-stakes tests have minimal or no impact The phenomenon is complex and influenced by multiple factors, including contextual elements such as classroom conditions, teaching traditions, learner motivation, and the dynamics of classroom interaction Washback can have positive or negative effects on academic skills acquisition and may manifest immediately or with a delay It can be direct, resulting from the test design itself, or indirect, stemming from other contextual factors Determining the occurrence of washback can be methodologically challenging, as it requires distinguishing the test's influence from other contextual factors Various factors, including test-related aspects, elements of prestige, personal factors, and contextual factors, contribute to the occurrence of washback.
2.1.2 Washback Effects on Teaching and Learning
In Cheng and Curtis's (2004) study, Hughes' trichotomy (1993) is used to illustrate the complex mechanisms through which washback occurs in actual teaching and learning settings Hughes suggests that participants, processes, and products all play a role in influencing teaching and learning He argues that the nature of a test can initially impact how participants perceive and approach their teaching and learning tasks These perceptions and attitudes, in turn, can affect the learning outcomes, or the final results of the work, and how participants engage in the learning process, including practicing the types of items that will be on the test.
Similarly, Alderson and Wall (1993), as cited in Cheng and Curtis (2004), outline the effects of tests on teaching and learning, which align with Hughes' trichotomy They state that a test not only changes what is taught and how it is taught but also impacts both teachers and students In addition to influencing the content and methodology of teaching, a test also affects the pace, sequence, extent, and depth of teaching and learning Alderson and Wall (1993) also note that while some teachers and students may experience washback effects from tests, others may not.
Method of the Study 77 di
The study utilized a case study research design and employed observation and interviews as research instruments.
Initially, the researcher observed six speaking lessons taught by three English teachers These lessons were conducted in separate classes, which were divided into two groups Group | included Class 1, Class 2, and Class 3, whose students intended to take the IELTS test Group 2 consisted of Class 4, Class 5, and Class 6, whose students did not plan to sit for the test Each teacher taught one class from Group 1 and one class from Group 2, allowing for a comparison of their methods of teaching speaking skills between the two groups All the lessons were recorded on video, enabling the researcher to transcribe the data and review the recordings for analysis.
Following the observation phase, interviews were conducted with the teachers to gather their personal opinions on the washback effects of IELTS on their teaching methods for speaking skills.
Finally, the researcher organized and analysed the data obtained from both the observation and interviews to generate meaningful findings.
Significance of the Study ccccccsccceseceseeesseeeseeceseeceseceseeceseeceseeceseeeseecnseeceseeeeaeenses 4 1.7 Organization Of the Study - cà HH TH TH TH TH Hà HH TH TH 4
The writer anticipates that this study will offer valuable insights of both theoretical and practical significance Theoretically, the study contributes to the broader understanding of washback effects, specifically focusing on the impact of IELTS on teachers and their teaching methods Moreover, the research findings provide valuable information that can assist educators and policymakers in making informed decisions regarding the potential utilization of IELTS as an English proficiency assessment for Vietnamese students.
The paper consists of five main parts as follows:
Chapter 1 - Introduction: gives an overview of the present study including reasons for conducting the study, research aim, researcher objectives and research questions, scope, method and contributory aspects of the study.
Chapter 2 - Literature Review: offers an outline of relevant foreign and local studies as well as the fundamental knowledge of washback effect, speaking skills in second language teaching and learning, and the IELTS Speaking Test.
Chapter 3 - Methodology: demonstrates research design, research approach, research context, participants, the procedure of data collection and data analysis method.
Chapter 4 - Data Analysis and Findings: describes the detailed analysis of the collected data and presents the findings, explanations, and interpretation of the findings.
Chapter 5 - Conclusion: recaps the whole research, summarizes the key results, puts forward implications, limitations of the research and recommendations for the future studies.
LITERATURE REVIEỀW Hn.H HH nghe 6 2.1 Washback vn .Ả
Washback Effects on Teaching and Learning - +ss + **+x+eseexeeereerrss 8 2.2 Speaking skills in second language teaching and learning . s++-s+› 10 2.2.1 Definitions of speaking sKIẽèS - s5 1E E91 99111 119 119 1v gi niệt 10 2.2.2 Characteristics of speaking Skills - 5 5+ k1 ng ng ng, li 2.2.3 The significance of teaching speaking skIẽẽS 5-5255 s+++ssserssrssss 12 2.2.4 Approaches to teaching speaking skIẽèS - - 5 + * + E+sveeerereseersserree 13 2.2.5 Proposed framework of teaching speaking skIlÌS - - 5555 <+<xs+<++ss2 15 2.3 The IELTS Speaking 'Te€Sf - - - - 1S 112111111111 1115111 111111111111 11 g1 11 11 rệt 17 2.3.1 Overview of the IELTS Speaking “TeSf - - 5 5 1H ng ni, 17 2.3.2 Assessment criteria and sCOrIng TuTICS .- ô+ + x*x**vE#vEeeEeseeseesessrs 18 2.4 Overview of IELTS Washback Research 5s tt Hs re, 19 “hi am
In Cheng and Curtis's (2004) study, Hughes' trichotomy (1993) is used to illustrate the complex mechanisms through which washback occurs in actual teaching and learning settings Hughes suggests that participants, processes, and products all play a role in influencing teaching and learning He argues that the nature of a test can initially impact how participants perceive and approach their teaching and learning tasks These perceptions and attitudes, in turn, can affect the learning outcomes, or the final results of the work, and how participants engage in the learning process, including practicing the types of items that will be on the test.
Similarly, Alderson and Wall (1993), as cited in Cheng and Curtis (2004), outline the effects of tests on teaching and learning, which align with Hughes' trichotomy They state that a test not only changes what is taught and how it is taught but also impacts both teachers and students In addition to influencing the content and methodology of teaching, a test also affects the pace, sequence, extent, and depth of teaching and learning Alderson and Wall (1993) also note that while some teachers and students may experience washback effects from tests, others may not.
According to Messick (1996), washback, or the impact of tests on language teachers and students, compels them to take actions they did not intend to take, either facilitating or hindering language learning Messick further explains that washback is not simply about good or bad teaching or learning practices that may occur with or without the test but rather about practices that are demonstrably linked to the introduction and use of the test Test preparation courses are indicative of the washback effect resulting from the test itself Additionally, Wall and Alderson (1993) suggest that assessments dictate the course of instruction, and assessments may be designed to influence teachers' attitudes towards assessments as well as their instructional practices This can lead to "teaching to the test" and a narrowing of the curriculum Therefore, the quality of washback may not be related to the quality of the test.
Chapman and Snyder (2000) highlight that teachers' tendency to teach to the test often hinders the introduction of new instructional practices, as teachers may not understand the need for necessary changes in instructional strategies to improve overall test scores This discrepancy between teachers' beliefs about test teaching and their actual classroom practices, along with insufficient content expertise or pedagogical skills, prevents positive washback effects by creating a misalignment between how students are taught and how they are tested.
In considering the washback effects of tests on teaching and learning, contextual factors are also crucial Factors such as the curriculum and its goals, the significance attributed to tests, the educational and social consequences of tests and test results, and the behaviour of students and teachers in the classroom can influence the occurrence of intended or unintended positive or negative washback Teachers' attitudes towards a test and their use of various teaching techniques to prepare for the test are key determinants of whether washback is positive or negative It is important to note that both the test itself and the teacher share responsibility for washback.
Furthermore, research indicates that teachers may employ instructional strategies in test preparation courses that have a negative impact on test results, leading to a negative washback effect characterized by cramming and teaching solely focused on the test.
Overall, washback can have both positive and negative effects on the teaching and learning process, and researchers have conducted numerous studies to explore the relationship between washback and teaching and learning However, there is still no consensus among researchers regarding the factors that influence the intensity of washback or favour positive or negative washback.
2.2 Speaking skills in second language teaching and learning
Language learning researchers have offered various interpretations of the term
"speaking," and this overview aims to provide a comprehensive perspective on the subject.
According to the Webster New World Dictionary, speaking refers to the act of vocalizing thoughts, expressing oneself verbally, making requests, and delivering speeches Chaney (1998) defines speaking as a process of creating and exchanging meaning through verbal and nonverbal symbols in different contexts Burns and Joyce (1997) view speaking as an interactive process of constructing meaning that involves the production, reception, and processing of information.
Bygate (1987) defines speaking as the act of producing auditory signals that elicit verbal responses from listeners It involves systematically combining sounds to form meaningful sentences Eckard and Kearny (1981), Florez (1999), and Abd El Fattah Torky (2006) describe speaking as a two-way process characterized by genuine communication of opinions, facts, or emotions According to this perspective, spoken texts are the result of conversations among individuals who are physically present at the same time and place.
Rivers (1987) emphasizes that speaking allows individuals to communicate their thoughts, emotions, and intentions while also influencing others In other words, speaking enables individuals to express their needs and interact with others using spoken language.
In essence, speaking serves as a means of interacting with others in a specific language It requires the participation of at least two individuals, with one serving as the speaker and the others as listeners The speaker must carefully choose words to effectively communicate the details of the conversation and convey ideas, opinions, or emotions in a way that resonates with the audience Speaking is crucial for meaningful language learning as it allows individuals to freely express their thoughts, opinions, and emotions For many, mastering the skill of speaking is considered the most important aspect of learning a second or foreign language, and proficiency in a language is often assessed based on one's ability to communicate effectively in that language.
Mazouzi (2013) argues that learners should strive for a balance between fluency and accuracy in their language use A communicative approach to language learning necessitates both fluency and consistency Classroom practice plays a crucial role in developing students’ communicative abilities while also enhancing their understanding of the proper functioning of the language system The researcher identifies two key qualities of speaking ability.
Firstly, fluency is a fundamental aspect of speaking ability According to Hughes (2002), fluency refers to learners' capacity to express themselves in a manner that listeners can comprehend, thereby maintaining effective communication and sustaining listener interest Hedge (2000) describes fluency as the ability to respond coherently by connecting words and phrases, enunciating sounds clearly, and using appropriate stress and intonation.
Secondly, accuracy is another important aspect of speaking ability It is crucial for learners to be fluent in the language they are acquiring Therefore, teachers should place significant emphasis on accuracy during instruction When speaking, learners need to consider the precision and completeness of language form, focusing on grammatical structures, vocabulary, and pronunciation (Mazouzi, 2013).
According to Brown (2001), speaking can be easy in some situations but challenging in others Munjayanah (2004) supports this assertion by highlighting the common struggle people face in attempting to speak fluently To ensure effective speech, learners must meet specific criteria, such as:
RESEARCH METHODOLOGY - se rey 22 3.1 Case Study cee 22 3.1.1 Definition of case SfUY LH HH TH HH TH HH TH TH HH Hệ 22
Research approach 0n
The researcher observed how teachers interacted with students in the classroom. With this goal in mind, the researcher decided to conduct the study using a qualitative methodology Contrary to quantitative research, which uses statistics to calculate and evaluate the issues, qualitative research presents the meaning of people's experiences and their interpretation through documents, observations, or interviews (Merriam & Tisdell, 2016) Because they allow the researcher to interview teachers, visit classrooms in person, access key documents, take notes during observations, and gather video and audio files, qualitative instruments become the most appropriate.
In the context of IELTS washback on teachers' methods of teaching speaking skills, the research conducted at the high school in Haiphong, Vietnam provides a strong foundation The emphasis on English language teaching and learning, along with the active support provided by the school, indicates a conducive environment for investigating the impact of IELTS on teachers’ teaching methods.
The availability of modern technology in each classroom, including computers with internet access and projectors, suggests that teachers have access to various resources and tools to enhance their teaching of speaking skills These technological facilities can be utilized to incorporate interactive activities, audio-visual materials, and authentic language resources into the speaking lessons.
The presence of a well-equipped library with a wide range of reading materials further supports the research on IELTS washback Teachers can utilize these resources
24 to enhance their own knowledge and understanding of IELTS speaking requirements, as well as provide additional learning materials for students to practice and improve their speaking skills.
The availability of both published resources from reputable publishers and custom-made materials developed by the school's teachers indicates a diverse range of teaching materials This variety allows teachers to tailor their speaking lessons according to the specific needs and objectives of their students, while also aligning with the requirements of the IELTS speaking test.
The clearly defined roles and responsibilities of teachers, as outlined in the syllabus, highlight the student-centred approach adopted by the school This approach empowers students to take ownership of their learning and development, which is essential for the IELTS speaking test Teachers, as facilitators, can guide and support students to improve their speaking skills by providing clear instructions, constructive criticism, and feedback on their performance.
Furthermore, teachers serving as role models in developing English language skills can have a positive influence on students' motivation to excel in the IELTS speaking test By demonstrating effective communication and language proficiency, teachers can inspire and encourage students to strive for similar levels of fluency and accuracy.
Overall, the research context provided in the high school in Haiphong, Vietnam offers a favourable setting for investigating the impact of IELTS washback on teachers' methods of teaching speaking skills The available facilities, teaching materials, and student-centred approach contribute to creating an environment that supports the integration of IELTS requirements into the curriculum and the enhancement of students' speaking abilities.
Three English teachers, identified in this study as Teacher A, Teacher B, and Teacher C, willingly volunteered to participate These teachers are responsible for instructing grade-12 students at the high school where the research took place Each teacher possesses extensive experience in teaching general English, with a minimum
25 of ten years of teaching experience Furthermore, they have three years of experience specifically teaching IELTS courses at the current high school.
Regarding their academic qualifications, one of the teachers holds a Master of Arts Degree in TESOL, while the other two teachers have obtained Bachelor's Degrees with distinction In terms of language proficiency, all three teachers have achieved a C1 Advanced English certificate.
Throughout this study, the teachers will be referred to as Teacher A, Teacher B, and Teacher C to maintain anonymity and confidentiality.
To address the first research question regarding the washback effects of IELTS on English teachers' methods of teaching speaking skills, the researcher opted for an observational approach The researcher utilized the Communicative Orientation to Language Teaching (COLT) framework of Allen, et al (1983) (Appendix 1) as a guide for the observation process An observation sheet was developed to document the activities undertaken by both teachers and students during the lessons Additionally, the duration of each activity was recorded to calculate the percentage of time dedicated to different class activities and the proportion of time the teacher spent on each topic.
A total of six lessons were observed as part of the study The research aimed to investigate the influence of IELTS on English teachers' speaking skills instruction within the context of a public high school in Haiphong Consequently, the researcher chose to observe two lessons taught by a single teacher, one focused on the IELTS- oriented class and the other on the general-English-oriented class Each lesson had a duration of 45 minutes.
To provide comprehensive descriptions of the observed sessions, the researcher relied on note-taking and recordings, as the observation process did not follow a highly structured format The researcher maintained an observer role, ensuring that the activities of both teachers and students remained unaffected Detailed notes were taken regarding the timing of activities and the specific aspects of the teachers' instruction related to speaking skills Additionally, the researcher captured videos of the lessons,
26 enabling the analysis of speech, action, facial expressions, and postures, thereby providing supplementary evidence for the study.
To address the second research question regarding English teachers’ opinions on the washback effects of IELTS on their teaching methods for speaking skills, semi- structured interviews were conducted Following the observation phase, the researcher developed a set of interview questions based on the framework for teaching speaking skills (see Appendix 2) The questions were initially written in Vietnamese Prior to the official interviews, a pilot interview was conducted with one teacher to refine and eliminate any irrelevant questions.
The interviews were conducted primarily in Vietnamese, the participants' native language, to ensure their comfort and facilitate open communication Each interview was allocated approximately 20 minutes.
During the semi-structured interviews, the researcher had the flexibility to ask additional questions related to the specific topics being discussed This interactive approach allowed for a more comprehensive exploration of the issue, particularly when initial responses were vague (Mackey & Gass, 2005).
Two methods were employed to record the information gathered during the interviews: recording and note-taking Recording the interviews ensured accurate transcription and minimized the risk of misinterpretation Additionally, while engaging in conversation with the interviewees, the researcher took notes on significant points and key terms mentioned to aid in tracking and follow-up on unclear statements or to pose additional questions These techniques were expected to facilitate the collection of desired data for the study.
Data collection instrument 2G 2 9113111311 E 91 E911 11211 H1 ng ng ng nệt 26 1 0o (cv aogưiiiiii44ẢẼÝ
To address the first research question regarding the washback effects of IELTS on English teachers' methods of teaching speaking skills, the researcher opted for an observational approach The researcher utilized the Communicative Orientation to Language Teaching (COLT) framework of Allen, et al (1983) (Appendix 1) as a guide for the observation process An observation sheet was developed to document the activities undertaken by both teachers and students during the lessons Additionally, the duration of each activity was recorded to calculate the percentage of time dedicated to different class activities and the proportion of time the teacher spent on each topic.
A total of six lessons were observed as part of the study The research aimed to investigate the influence of IELTS on English teachers' speaking skills instruction within the context of a public high school in Haiphong Consequently, the researcher chose to observe two lessons taught by a single teacher, one focused on the IELTS- oriented class and the other on the general-English-oriented class Each lesson had a duration of 45 minutes.
To provide comprehensive descriptions of the observed sessions, the researcher relied on note-taking and recordings, as the observation process did not follow a highly structured format The researcher maintained an observer role, ensuring that the activities of both teachers and students remained unaffected Detailed notes were taken regarding the timing of activities and the specific aspects of the teachers' instruction related to speaking skills Additionally, the researcher captured videos of the lessons,
26 enabling the analysis of speech, action, facial expressions, and postures, thereby providing supplementary evidence for the study.
To address the second research question regarding English teachers’ opinions on the washback effects of IELTS on their teaching methods for speaking skills, semi- structured interviews were conducted Following the observation phase, the researcher developed a set of interview questions based on the framework for teaching speaking skills (see Appendix 2) The questions were initially written in Vietnamese Prior to the official interviews, a pilot interview was conducted with one teacher to refine and eliminate any irrelevant questions.
The interviews were conducted primarily in Vietnamese, the participants' native language, to ensure their comfort and facilitate open communication Each interview was allocated approximately 20 minutes.
During the semi-structured interviews, the researcher had the flexibility to ask additional questions related to the specific topics being discussed This interactive approach allowed for a more comprehensive exploration of the issue, particularly when initial responses were vague (Mackey & Gass, 2005).
Two methods were employed to record the information gathered during the interviews: recording and note-taking Recording the interviews ensured accurate transcription and minimized the risk of misinterpretation Additionally, while engaging in conversation with the interviewees, the researcher took notes on significant points and key terms mentioned to aid in tracking and follow-up on unclear statements or to pose additional questions These techniques were expected to facilitate the collection of desired data for the study.
Overall, the combination of interviews, recordings, and note-taking aimed to provide a comprehensive understanding of English teachers' perspectives on the washback effects of IELTS on their teaching methods for speaking skills.
The data collection process for this study involved a series of steps, including classroom observation and interviews, which were carefully followed by the researcher.
Data collection pFOC€đUTG - -Q G1 2.12211191119111 111111111 H1 HH TH ng ng rệt 27 3.7 Data anal nh ae
During the observation sessions, the researcher took meticulous notes based on the observation plan, striving to avoid interfering with the ongoing classroom activities To capture a comprehensive view of the interactions between the teachers and students, six lessons were filmed.
In the next step, online interviews were conducted with the teachers to gather their opinions regarding the washback effects of IELTS on their methods of teaching speaking skills The interviews took place online using the Zoom app, and a laptop was employed to record the interview data.
To prepare for the subsequent analysis process, all the information obtained from both the classroom observations and interviews was collected and organized.
The data collected from class observations and interviews was analysed using the observation scheme called "The Communicative Orientation of Language Teaching," developed by Allen et al (1983) This analysis framework facilitated the examination of teachers' methods of teaching speaking skills and their responses to IELTS washback The following describes how the data from class observations and interviews were integrated with the components of the observation scheme:
1 Participant Organization: Class observations provided valuable insights into how teachers organized speaking activities, including whether they encouraged pair
28 work, group work, or whole-class interactions The observations allowed for an analysis of the distribution of speaking opportunities among students and their engagement in communicative interactions Interviews with teachers complemented the observations by capturing their perspectives on participant organization and how it related to their instructional goals and IELTS washback.
2 Content: The data collected through class observations shed light on the topics or themes addressed in speaking activities This information was analyzed to determine the relevance and authenticity of the content to the IELTS speaking test. Additionally, interviews with teachers provided valuable insights into their decision- making processes regarding content selection and how they considered the test requirements The integration of observation data and interview responses enriched the analysis of content and its alignment with IELTS washback.
3 Content Control: The analysis of data from class observations allowed for an examination of how teachers exerted control over the content of speaking activities. Observations captured whether teachers provided specific prompts, questions, or guidelines to guide students' speaking Interviews provided further understanding of teachers’ intentions behind content control and how they balanced it with the requirements of IELTS washback The combined analysis of observation data and interview insights enhanced the exploration of content control in teaching speaking skills.
4 Student Modality: Class observations provided a firsthand understanding of the types of speaking tasks employed in the classroom, such as role-plays, discussions, or presentations This data was analysed to assess the range of student modalities used. Interviews with teachers added depth to the analysis by uncovering their motivations behind selecting specific student modalities and how they considered the impact of IELTS washback Integrating observation data and interview findings facilitated a comprehensive analysis of student modality in teaching speaking skills.
5 Materials: The data collected through class observations and interviews were used to assess the suitability and effectiveness of materials used in speaking activities Observations provided insights into the materials utilized, such as textbooks, handouts, or multimedia resources Interviews allowed teachers to elaborate on their choices of
29 materials and how they considered IELTS washback when selecting resources The integration of observation data and interview responses enriched the analysis of materials' influence on teaching speaking skills.
By incorporating the data from class observations and interviews with the components of "The Communicative Orientation of Language Teaching" observation scheme, the analysis encompassed a comprehensive exploration of teachers' methods of teaching speaking skills and their responses to IELTS washback This integrated approach provided a robust understanding of participant organization, content, content control, student modality, and materials, drawing from both observed practices and teachers' perspectives.
This study utilizes qualitative analysis methods to thoroughly investigate the impact of IELTS washback on teachers’ teaching of speaking skills By examining rich data obtained from class observations and interviews, the analysis identifies patterns, themes, and relationships, revealing how IELTS washback influences teachers' instructional decisions and practices The qualitative approach provides a nuanced understanding of the contextual factors and challenges that shape teachers' approaches. Overall, this analysis bridges the gap between theory and practice, offering valuable insights into the implications of IELTS washback for language instruction.
3.7.3.1 The analysis procedure of data from observations
The analysis procedure of data from observations consisted of these following steps: e Step 1: The researcher studied the observations obtained The time spent on each activity/ content/material was calculated and converted to a percentage of the total class time. e Step 2: The researcher created a table comparing the percentages by each major section of observations between the classes. e Step 3: The researcher reviewed the notes for interpretation and comparison. e Step 4: The researcher wrote the analysis of the findings.
3.7.3.2 The analysis procedure of data from interviews
Thematic content analysis was adopted for the analysis procedure of data from interviews The procedure consisted of these following steps: e Step 1: The researcher studied the interview transcripts thoroughly. e Step 2: The researcher generated initial codes. e Step 3: The researcher searched for themes. e Step 4: The researcher reviewed the themes. e Step 5: The researcher defined the themes. e Step 6: The researcher wrote the analysis of the findings.
In the chapter, the writer presents briefly the information about case study research, qualitative approach, and the participants of the study The next part is the description of two data collection instruments, observation, and interview The chapter concludes with data collection process and data analysis method.
FINDINGS AND DISCUSSION He 32 4.1 Participant Orgamization na
Findings and discussion of the data from class obserVafIons
Table 4.1: IELTS Washback: Class Observation Data on Participant
Class 1 Class 4 Class 2 Class 5 Class 3 Class 6 Participant
(IELTS- (non- (IELTS- (non- (IELTS- (non- organization oriented) | IELTS- | oriented) | IELTS- | oriented) | IELTS- oriented) oriented) oriented)
Analyzing the provided table, it becomes evident that Teacher A and Teacher C played central roles in the non-IELTS-oriented classes, occupying an average of 52% of the class time through various teacher-class activities such as lesson introductions, task instructions, and explanations These teachers actively engaged with the students, ensuring a significant portion of the class time was dedicated to these interactive elements Interestingly, in the IELTS classes conducted by Teacher A and Teacher C, choral activities, which involve the whole class or groups repeating a model provided in the textbook, were eliminated This decision was likely made to align the class structure with the specific requirements and focus of the IELTS test.
However, Teacher B seemed to be less influenced by the IELTS test in terms of class activities The impact of the IELTS test on Teacher B's teaching style and class structure appeared to be negligible, as there were no significant changes observed in the percentage of time allocated to different types of class activities.
In terms of group and pair work, a noteworthy similarity emerged among all three teachers Regardless of whether the classes were IELTS-oriented or not, a substantial portion of the lesson time, ranging from 44% to 55%, was dedicated to various group and pair tasks This finding suggests that collaborative learning and interaction were valued and integrated into the teaching methodology of all three teachers.
Moving on to individual tasks, Teacher A allocated 26% of the lesson time to different individual tasks, while Teacher C dedicated 18% of the time to similar personal work However, in the remaining cases, individual tasks, whether they were the same or different, were eliminated from the class activities This discrepancy indicates that Teacher A and Teacher C placed a higher emphasis on individual tasks compared to the other scenarios observed.
In summary, the analysis of the provided table highlights the varying teaching approaches employed by the three teachers, particularly in relation to IELTS-oriented classes Teacher A and Teacher C adjusted their teaching styles to align with the specific requirements of the IELTS test, eliminating choral activities in the process. Group and pair work were consistently prominent in all three teachers' classes, while individual tasks received differing levels of attention depending on the teacher and the context.
Findings and discussion of the data from interviewS cỏ ccô se 34 90
Table 4.2: IELTS Washback: Interview Data on Participant Organization
Teacher's Role in IELTS Classes
Reduced teacher role in IELTS classes
Teacher A: "IELTS seems to reduce the teacher’s role in class My IELTS students tend to be more active, playing the central part in class."
Teacher C: "I often in Class oo encourage my students in proactivity in IELTS
IELTS classes to be more classes ; proactive."
; ; Teacher C: "My students in Teacher's Role Higher reliance on
; - non-IELTS classes appear to in Non-IELTS teachers in non- ; be more reliant on teachers
Classes IELTS classes ; than those in IELTS class." Impact of IELTS | Little impact of Teacher B: "IELTS has little on Class IELTS on class impact on my class
Organization | Student- Student-centered student-centered teaching
Centered teaching regardless | style in all classes,
Teaching of IELTS orientation | regardless of whether they are IELTS-oriented or not." Teacher A: "I think group/pair work can
- Importance of Group/pair work to | effectively promote
Work Group/Pair promote students' students’ speaking abilities. or
Work speaking abilities I dedicate lots of time to organizing group/pair work in IELTS classes."
Opportunities for Group/Pair Work
More opportunities for group/pair work in IELTS classes
Teacher C: "I give my students in IELTS classes many opportunities to work in pairs/groups."
Limited opportunities for group/pair work in non-IELTS classes
Teacher C: "My students in non-IELTS classes rarely have the chance to interact with one another."
Common activity in both IELTS and non- IELTS classes
Teacher B: "Group/Pair work is a common activity in all my classes, both IELTS- and non-IELTS- oriented."
Providing time for individual work in IELTS classes
Teacher A: "I provide my IELTS students a considerable amount of time working on their own."
Individual Importance of ơ Importance of idea Work Individual Work Teacher A: "My students generation and ; ơ need time to find ideas, and organization in ; organize them, especially in IELTS speaking part
Exclusion ofchoral | Teacher A: "Choral work is work in IELTS of no use in IELTS so I classes decided to remove it."
Use of Choral Teacher C: "I don’t use
; Belief that choral Choral Work | Work in IELTS choral work in my IELTS work is not helpful Classes classes I believe they are in improving speaking competence not very helpful in improving students’ speaking competence."
The findings from the research interviews provide valuable insights into the instructional practices and beliefs of teachers regarding the implementation of the International English Language Testing System (IELTS) in their classes These insights have implications for language education and pedagogical approaches in both IELTS and non-IELTS contexts.
One significant finding is the difference in the teacher's role between IELTS and non-IELTS classes The reduction of the teacher's role in IELTS classes, as observed by Teacher A, suggests that the IELTS framework encourages greater student autonomy and active participation in the learning process This finding aligns with the goal of IELTS, which assesses a candidate's ability to function independently in an English-speaking environment On the other hand, Teacher C's observation of greater reliance on the teacher in non-IELTS classes indicates a need for more teacher guidance and support These differences in the teacher's role highlight the importance of understanding the specific demands and expectations of different language assessment frameworks when designing instructional practices.
The minimal impact of IELTS on class organization, as expressed by Teacher
B, indicates that student-centered teaching approaches are valued and implemented consistently across different types of classes This finding suggests that the focus on student engagement, interaction, and individualized learning experiences is not limited to IELTS preparation but extends to all instructional contexts It underscores the importance of creating a learner-centric environment that fosters active participation and meaningful learning experiences, regardless of the specific assessment framework.
The significance of group/pair work in promoting students' speaking abilities emerged as a crucial subtheme Teacher A highlighted the importance of organizing group/pair work in IELTS classes to enhance speaking skills, while Teacher C acknowledged the value of such activities in IELTS classes compared to non-IELTS classes, where opportunities for interaction are limited However, it is interesting to note that Teacher B mentioned the common use of group/pair work in both IELTS and non-IELTS classes This finding suggests that while group/pair work is recognized as beneficial for speaking development in IELTS classes, it is not exclusive to IELTS- oriented instruction It implies that promoting collaborative learning and providing
36 opportunities for students to engage in meaningful interaction should be considered in both IELTS and general language instruction.
The provision of dedicated time for individual work emerged as an essential aspect in IELTS classes, particularly in the context of idea generation and organization for IELTS speaking part 2, as emphasized by Teacher A This finding highlights the recognition of individual work as crucial for students to develop their own thoughts, demonstrate independent thinking, and enhance their speaking performance It underscores the importance of providing adequate time and support for students to engage 1n independent practice and reflection, allowing them to develop their language skills and meet the specific requirements of the IELTS exam.
The exclusion of choral work in IELTS classes, as mentioned by Teacher A and Teacher C, suggests a perceived lack of relevance or effectiveness of this instructional approach in the specific context of IELTS preparation This finding highlights the need for aligning instructional strategies with the speaking tasks and requirements of the IELTS exam It also highlights the importance of selecting and adapting instructional techniques that are most appropriate for the target language skills and assessment objectives.
Furthermore, the research findings highlight the importance of fostering a supportive learning environment in IELTS-oriented instruction Creating a positive classroom climate, establishing rapport with students, and promoting a growth mindset can enhance motivation, reduce anxiety, and increase students' willingness to take risks in their language learning The findings also indicate the value of incorporating authentic materials and real-world tasks in IELTS preparation to enhance students' communicative competence and their ability to transfer language skills to real-life situations Moreover, the research suggests that collaboration among teachers, learners, and other stakeholders, such as parents or guardians, can contribute to more effective IELTS-oriented instruction By fostering open communication channels and involving stakeholders in the learning process, educators can gain valuable insights, address individual needs, and strengthen the overall language education ecosystem In conclusion, the research underlines the multifaceted nature of IELTS-oriented instruction, urging educators to consider various factors, strategies, and stakeholders to optimize students’ language learning outcomes and prepare them comprehensively for language proficiency assessments in diverse contexts.
4.2 Content 4.2.L Findings and discussion of the data from class observations
Table 4.3: IELTS Washback: Class Observation Data on Content
Class 1 | Class4| Class2 | Class5 | Class3 | Class 6
Content (IELTS-| (non- | (TELTS- (non- | (ELTS-| (non- oriented)| IELTS-| oriented) | IELTS- | oriented)| TELTS- oriented) oriented) oriented)
Examining the table in further detail, it becomes apparent that the percentage of time dedicated to class management by Teacher A, Teacher B, and Teacher C remained relatively consistent, fluctuating only slightly between 5% and 7% This suggests that all three teachers placed a similar emphasis on maintaining a well-managed and organized classroom environment, regardless of whether the classes were IELTS- oriented or not.
In terms of language content, Teacher A and Teacher C exhibited a greater focus on form, which encompassed vocabulary, grammar, and pronunciation, in their IELTS- oriented classes (Class 1 and 3) These teachers recognized the significance of developing a strong linguistic foundation for their students, as these language elements play a crucial role in achieving success in the IELTS test However, their attention to other language aspects, namely function (illocutionary acts), discourse (cohesive and coherent sentence structures), and sociolinguistics (appropriate language use in
38 specific social contexts), appeared to be relatively limited in these classes This prioritization of form over other language elements could be attributed to the specific requirements of the IELTS assessment criteria, which heavily emphasize linguistic accuracy.
Conversely, in non-IELTS classes (Class 4 and 6), Teacher A and Teacher C seemed to strike a more balanced approach, allocating a more equal amount of time to various language elements, including form, function, discourse, and sociolinguistics. This suggests that in the absence of the strict constraints imposed by the IELTS test, these teachers recognized the importance of developing students' overall communicative competence and linguistic versatility.
In the case of Teacher B, there were minimal differences observed between the IELTS-oriented and non-IELTS-oriented classes (Class 2 and 5) in terms of language content This teacher appeared to adopt a consistent approach, dedicating a similar amount of time to form, function, discourse, and sociolinguistics across both types of classes This uniformity in teaching focus may indicate that Teacher B employed a teaching methodology that aimed to address a broader range of language skills and competencies, regardless of the specific test-oriented requirements.
Shifting the focus to the topics discussed in the classes, the teachers categorized them into two distinct types: narrow topics and broad topics Narrow topics, as defined by Patrick Allen (1983), refer to immediate classroom-related subjects and stereotyped exchanges, such as greetings or discussions about the weather These topics have phatic value but comparatively limited conceptual content On the other hand, broad topics extend beyond the classroom and immediate family environment, encompassing controversial public issues, current world events, abstract ideas, and reflective personal information Engaging with these topics often requires deeper reflection and originality.
Interestingly, Teacher A and Teacher C demonstrated consistency in the allocation of class time for narrow and broad topics, regardless of the specific class they were responsible for They maintained a relatively stable distribution of time for both types of topics, reflecting their commitment to addressing a variety of subject matters In contrast, Teacher B exhibited a noticeable difference in topic selection based on the orientation of the class In IELTS classes, Teacher B dedicated a
Content COMO] 2G G19 TH ng nh HH nhện 43 1 Findings and discussion of the data from class obserVafIons
Table 4.6: IELTS Washback: Interview Data on Content Control
Teacher A: "In non-IELTS- Control in non-
Control in non- | oriented classes, I usually have
IELTS-oriented ; ; i IELTS classes | control over the materials, topics, classes
Control of and tasks assigned to students." materials and
: ; Teacher A: "Students in IELTS- topics Freedom in Student
IELTS-oriented | freedom in ; freedom in choosing what they classes IELTS classes would like to learn."
Higher Teacher C: "Students in IELTS
; Higher ; excitement classes tend to be more excited levels in IELTS exerement in han those i IELTS evels in than those 1n non-
Student IELTS classes engagement | Classes classes " and Student
: Student ; | Teacher C: " since sometimes excitement | participation in — involvement in they get to decide what is going to content lesson content " be learned on that day." decisions
Student Student content types of class can decide the Impact of influence in both | control in both content of the lesson to a certain IELTS on types of classes | types of classes extent " lesson ơ Limited content Limited impact | Teacher B: " so I think IELTS influence of control of IELTS on content control
IELTS on content control has little impact on the content control in my lessons."
The varying levels of control over materials and topics in IELTS-oriented and non-IELTS-oriented classes reflect different instructional approaches In non-IELTS classes, where the focus is not solely on exam preparation, teachers often have more
45 control to design and structure the curriculum according to their expertise and the overall learning objectives This control allows teachers to carefully select materials and topics that are relevant, challenging, and aligned with the students’ language proficiency goals.
On the other hand, the increased freedom granted to students in IELTS classes empowers them to take ownership of their learning By having a say in the selection of materials and topics, students are more likely to feel motivated and engaged, as their personal interests and preferences are taken into account This student-centered approach fosters a sense of responsibility, independence, and active involvement in the learning process It also creates a supportive and inclusive classroom environment where students' voices are heard and valued.
The higher levels of excitement observed in IELTS classes can be attributed to the students' active participation in content decisions When students have the opportunity to contribute to the lesson content, they feel a sense of empowerment and relevance This increased engagement can have a positive impact on their motivation, attention, and overall learning outcomes Additionally, the occasional element of surprise generated by student-driven content choices can further enhance student excitement and anticipation in the classroom.
Interestingly, despite the focus on preparing students for the IELTS exam, the interviews revealed that the influence of IELTS on lesson content control was relatively limited This suggests that teachers have found ways to strike a balance between the exam requirements and student autonomy Students still have a certain degree of control over the content, indicating that the curriculum is designed to meet the specific needs of the exam while also incorporating student interests and preferences This balance is crucial in ensuring that students are adequately prepared for the exam while maintaining their engagement and motivation throughout the learning process.
In conclusion, the interviews highlighted the importance of adapting instructional approaches to meet the specific goals and requirements of IELTS- oriented and non-IELTS-oriented classes By providing students with varying levels of control over materials and topics, educators can create an inclusive and engaging
46 learning environment The findings emphasized the value of student autonomy, active participation, and excitement in the classroom, which can contribute to enhanced learning outcomes and student satisfaction Ultimately, the insights gained from this discussion can assist teachers in designing effective and student-centered language learning experiences that strike a balance between exam preparation and student empowerment.
4.4.1 Findings and discussion of the data from class observations
Table 4.7: IELTS Washback: Class Observation Data on Student Modality
Class 1 Class 4 | Class2 | Class5 | Class3 Class 6
Student modality | (IELTS- (non- (IELTS- (non- (IELTS- (non- oriented) | IELTS- | oriented) | IELTS- | oriented) | TELTS- oriented) oriented) oriented) Listening 15% 25% 10% 13% 13% 20%
The research conducted aimed to investigate the allocation of time dedicated to specific skills in speaking lessons, particularly in relation to IELTS-oriented and non- IELTS-oriented classes.
The findings suggest that the IELTS test had a significant impact on student modality, specifically the development of speaking skills, in classes taught by Teacher
A and Teacher C In their IELTS-oriented classes, Teacher A and Teacher C dedicated a considerably higher proportion of class time to speaking practice, with 55% and 58% of the total time, respectively This emphasis on speaking practice in IELTS-oriented classes aligns with the nature of the exam, which places a strong emphasis on oral communication skills In contrast, in non-IELTS-oriented classes, the allocation of time for speaking practice was notably lower, with Teacher A and Teacher C dedicating
30% and 34% of the class time, respectively, to this skill The observations made in these classes revealed that students spent a significant amount of time on "input" tasks, such as familiarizing themselves with new vocabulary or analysing model answers, rather than actively engaging in speaking practice This discrepancy in speaking practice between IELTS-oriented and non-IELTS-oriented classes suggests that the specific requirements of the IELTS test influenced the instructional focus and the allocation of class time.
In the classes taught by Teacher B, no significant differences were observed between JELTS-oriented and non-IELTS-oriented classes in terms of speaking practice Both Class 2 and Class 5, regardless of their orientation, demonstrated a consistent utilization of communicative activities that actively encouraged speaking practice This balanced approach to speaking instruction suggests that Teacher B prioritized the development of oral communication skills across all classes, recognizing the broader importance of speaking proficiency in language learning and communication By fostering speaking skills in a comprehensive manner, Teacher B created an environment where students could enhance their ability to communicate effectively, regardless of their specific exam focus.
Moreover, the research shed light on the allocation of time for specific skills in speaking lessons, emphasizing the impact of the IELTS test on student modality and speaking practice While Teacher A and Teacher C allocated a significantly higher proportion of class time to speaking practice in their IELTS-oriented classes, Teacher
B maintained a consistent and balanced approach to speaking instruction in both IELTS-oriented and non-IELTS-oriented classes These findings highlight the influence of test requirements on instructional priorities and underscore the importance of providing ample opportunities for students to develop their speaking skills in language learning contexts By adopting a comprehensive approach that values speaking proficiency, teachers can not only help students succeed in the IELTS exam but also empower them to become competent and confident communicators in real-life situations, fostering their language development beyond the confines of the test As such, it is crucial for educators to consider the broader implications of test-oriented instruction and prioritize the holistic development of students’ language skills to prepare them for diverse language contexts and long-term language proficiency.
4.4.2 Findings and discussion of the data from interviews
Table 4.8: IELTS Washback: Interview Data on Student Modality
Speaking Speaking Teacher A: "In IELTS classes, my Differences in | practice in practice in students have more opportunities to speaking IELTS classes | IELTS classes | practice speaking " practice Teacher A: " while those in non- between IELTS Input-focused and non-IELTS exercises in
Input exercises in non-IELTS
IELTS classes spend more time on
‘input’ exercises such as filling the non-IELTS classes classes gaps, listening to model classes conversations, etc."
Teacher C: "Instead of asking my
Active Active Active engagement in engagement in engagement in students to read model answers or write down their answers, I tend to speaking speaking speaking ơ ơ ơ require them to engage more activities activities activities actively in speaking activities."
Teacher B: "I always try to apply
Communicative the communicative approach in my
CONCLUSION 00 occcccecccccesceeeeeceseeseeceeseeseeaesaeeaeceesaeceeeeeseeeeaeeaeeaees 56 5.1 Recapitulation n1
Implications of the Study ố
The research findings have several implications:
- Teaching Approaches: The study highlights the need for teachers to be flexible in adapting their teaching approaches to meet the specific requirements of different exams and contexts Teachers A and C adjusted their teaching styles to align with the IELTS test, while Teacher B showed minimal impact from the IELTS framework This suggests that teachers should be adaptable and responsive to the needs of their students and the exam they are preparing for.
-Collaborative Learning: The research emphasizes the value of collaborative learning and interaction in language instruction Regardless of their IELTS orientation, all observed classes incorporated group and pair work Teachers should continue to integrate collaborative activities to promote student engagement and meaningful interaction.
- Individual Tasks: Teacher A and Teacher C placed a higher emphasis on individual tasks compared to other scenarios This highlights the importance of providing students with opportunities for independent practice and reflection Teachers should allocate dedicated time for individual work, particularly in the context of IELTS speaking tasks, to enhance students' ability to generate and organize ideas.
-Student Autonomy: The research indicates a reduced role for teachers in IELTS classes, promoting greater student autonomy and active participation This suggests that IELTS-oriented instruction encourages student-centred teaching approaches Teachers should create a learner-centric environment that fosters students' autonomy and active engagement.
- Balanced Language Content: The research suggests that language instruction in IELTS-oriented classes should go beyond form-based teaching and include a balanced approach to language content Practical language functions, sociolinguistic competence, and creativity should be incorporated to enhance overall language proficiency Striking a balance between these aspects prepares students for effective communication in both the IELTS test and real-life situations.
-Content Control: The research highlights the importance of balancing exam requirements and promoting student autonomy in terms of content control Teachers should create a learning environment that encourages active engagement and critical thinking while addressing the demands of the exam Further research could explore instructional strategies, the impact of content control on student engagement and language development, and the long-term effects on language proficiency.
- Speaking Skills: The research indicates that the IELTS exam influenced the instructional focus and time allocation for speaking practice Teachers should prioritize the development of students' oral communication skills and strike a balance between speaking practice and the development of other language skills.
- Materials Selection: The research reveals differences in the types and sources of materials used in IELTS-oriented and non-IELTS-oriented classes While IELTS classes rely heavily on text-based materials and IELTS mock tests, non-IELTS classes incorporate a wider variety of materials Teachers should strike a balance between using restricted materials to familiarize students with the exam format and incorporating diverse materials to provide a realistic representation of language use and enhance student engagement.
Overall, these findings have implications for both IELTS-oriented instruction and general language education Teachers should adapt their teaching approaches, promote student autonomy, integrate collaborative learning, provide dedicated time for individual tasks, balance language content, and select appropriate materials to enhance students' language proficiency and prepare them for both the IELTS test and real-life communication.
5.3 Limitations and suggestions for further research
The study's limitations primarily stem from the small sample size and the narrow focus on three teachers This limited scope may not provide a comprehensive representation of all teachers’ practices in IELTS-oriented and non-IELTS-oriented classes To address this, future research should aim to involve a larger sample of teachers, allowing for a more diverse range of teaching approaches to be observed and analysed This would enhance the generalizability of the findings and provide a more comprehensive understanding of instructional practices.
Furthermore, the study did not delve into the specific reasons behind the variations in teaching approaches among the observed teachers Exploring these underlying factors is crucial to gain insights into the decision-making processes that teachers employ when adapting their teaching styles to align with the IELTS framework By investigating these factors, future research can provide a more nuanced understanding of the motivations and considerations that influence instructional choices.
In terms of content, the study would benefit from a broader scope and a focus on the impact of different language content approaches on student learning outcomes.
By comparing the effectiveness of various content approaches in both IELTS and non- IELTS classes, researchers can gain insights into which approaches are most
58 conducive to language proficiency and exam performance Additionally, investigating the relationship between content approaches and student learning outcomes, such as language proficiency and exam performance, would provide valuable insights into effective instructional practices.
Regarding content control, the study's reliance on a limited number of teachers and the absence of student perspectives limit the generalizability and depth of the findings Future research should involve a larger sample of teachers and students to explore the impact of content control on student engagement, motivation, and language development Furthermore, investigating the long-term effects of content control on students' language proficiency and their ability to apply language skills in real-life situations would provide a more comprehensive understanding of the implications of content control in language instruction.
Similarly, the study's focus on three teachers limits the generalizability of the findings related to student modality By conducting a comparative study with a larger sample of teachers and students, researchers can gain insights into the effectiveness of different approaches to student modality in IELTS and non-IELTS classes Exploring the relationship between student modality approaches and students’ speaking proficiency, fluency, and communicative competence would provide valuable information for language instructors aiming to enhance students' oral language skills.
Lastly, the study's examination of materials was constrained by the small sample size and the lack of investigation into the specific impact of different types and sources of materials on student outcomes Future research should involve a larger and more diverse sample of teachers and students to explore the effectiveness of various types and sources of materials in both IELTS and non-IELTS classes Understanding the relationship between the use of restricted and authentic materials and students' language proficiency, exam performance, and real-life communication skills would provide insights into effective material selection and design.