TÁC ĐỘNG DỘI NGƯỢC CỦA BÀI THI HẾT HỌC PHẦN LÊN NHẬN THỨC CỦA GIÁO VIÊN TẠI MỘT TRƯỜNG ĐẠI HỌC Ở VIỆT NAM

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Minh Thu Đinh

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài 2020

Mô tả vật lý:

Bộ sưu tập: Metadata

ID: 407230

Thêm vào giỏ Liên kết toàn văn

Có nhiều nghiên cứu về tác động dội ngược vào lớp học của các bài thi có tính quyết định cao. Tuy nhiên, có ít nghiên cứu chú ý tới tác động dội ngược này của các bài thi cuối khóa (EAT) dù các bài thi này có ý nghĩa thực tiễn cao, ví dụ như thông báo và nâng cao hiệu quả giảng dạy của giáo viên ngay trong chương trình học tại một cơ sở giáo dục cụ thể (El-Kafafi, 2012
Antineskul & Sheveleva, 2015). Mục đích của bài viết này là nghiên cứu tác động dội ngược của một bài thi cuối khóa (EAT) lên nhận thức của giáo viên về mục tiêu của khóa học và tài liệu giảng dạy trong lớp học. Khóa học này có ý nghĩa tương đối quan trọng, như là bước đệm cho sinh viên bước vào bài thi PET đo chuẩn đầu ra chính thức trình độ B1 tại môt trường đại học ở Việt Nam theo yêu cầu của Bộ Giáo dục và Đào tạo. Cấu trúc bài thi EAT dựa trên bài thi PET. Công cụ nghiên cứu là phỏng vấn bốn giáo viên cùng giảng dạy khóa học này. Mỗi giáo viên được phỏng vấn hai lần để tác giả có thể ghi lại sự tiến triển nhận thức trong quá trình giảng dạy. Kết quả nghiên cứu chỉ ra bài thi tác động mạnh mẽ tới nhận thức của giáo viên về mục tiêu và nội dung giảng dạy. Hai kết quả nổi bật là: (1) tất cả các giáo viên đều đồng ý rằng mục đích khóa học phục vụ định hướng thi cử hết khóa và cả bài thi PET, đặc biệt về dạng bài thi và nguồn ngôn ngữ, (2) giáo viên nên tuân thủ chặt chẽ giáo trình. Có sự lệch pha giữa mục đích nâng cao năng lực giao tiếp của người học với nhận thức thực tế của giáo viên về việc học để thi. Sự khác biệt về kiến thức, kinh nghiệm nền tảng của các giáo viên dẫn đến sự khác biệt về nhận thức. Kết quả nghiên cứu phục vụ như nguồn tham khảo cho các độc giả trong và ngoài bối cảnh nghiên cứu., Tóm tắt tiếng anh, Research on washback, i.e. test impacts on teaching and learning in class, of high-stake English tests is prevalent. Little attention has, however, been paid to washback of an English achievement test (EAT) albeit its highly practical significance including reporting and improving teacher effectiveness right in a programme in a specific context (El-Kafafi, 2012
Antineskul & Sheveleva, 2015). The present paper aims to explore teachers' perceptions of the teaching contents under the influence of an EAT which steps up to an English Proficiency Test - PET (or B1 level equivalent) for university undergraduates in Vietnam as required for graduation by Vietnam's Ministry of Education and Training (MOET). The EAT, mirroring the PET, was designed to expect positive washback in the course English 2. The research tools were interviews with four teachers teaching the same English course. Each teacher was interviewed twice at two different time points so that their temporal developmental cognition of the EAT could be recorded. The findings revealed the heavy impact of the test on teachers' perceptions of their teaching contents. Two dominant points were (1) all the participants thought the course primarily served the EAT orientation, particularly in the test format and the linguistic input, and (2) the teachers should strictly follow the textbook as the major instructional source. There existed a mismatch between the university's purpose of enhancing the students' communicative ability and the teachers' perceptions. Differences in the teacher backgrounds entailed their diverse perceptions. The study provides a reference case for the interested readers in and beyond the researched context.

1. Đọc trực tuyến

1. Đọc trực tuyến

Tạo bộ sưu tập với mã QR