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