Investigating the Impact of Washback on an EFL Setting: Case of Second Year EFL Students at the University of Tlemcen

General Information:

Cover Page:

Outline:

Ftont Page
Acknowledgments
General Introduction
Chapter One: LITERATURE REVIEW
1.1. Introduction
1.2. Definition of Washback
1.3. Types of Washback
1.3.1. Negative Washback
1.3.1.1. Classroom Setting
1.3.1.2. Educational/Societal System
1.3.2. Positive Washback
1.3.2.1. Classroom Setting
1.3.2.2. Educational/societal system
1.4. Washback Hypothesis
1.5. Teaching-to-the-test Approach
1.6. Washback Impact
1.6.1. Curriculum
1.6.2. Teaching Methodology
1.6.3. Materials
1.6.4. Learning
1.6.5. Impact on Policy-Makers and Parents
1.7. Conclusion
Chapter Two:RESEARCH METHODOLOGY
2.1. Introduction
2.2. Research Method
2.3. Sample of the Study
2.4. Research Instruments
2.4.1. Students’ Questionnaire
2.4.1.1. Aim of the Questionnaire
2.4.1.2. Description of the Questionnaire
2.4.1.3. Analysis of the Results
2.4.2. Teachers’ Questionnaire
2.4.2.1. Aim of the Questionnaire
2.4.2.2. Description of the Questionnaire
2.4.2.3. Analysis of the Results
2.5. Conclusion
Chapter Three:DATA DISCUSSION AND RECOMMENDATIONS
3.1. Introduction
3.2. Discussion of Main Results
3.3. Suggestions and Recommendations
3.3.1. Curriculum Design
3.3.2. Appropriate Teaching Methodology Selection
3.3.3. Professional Development
3.3.4. Focus on Affective Factors
3.3.5. Language Learning Strategy Training
3.3.6. Developing Learner Autonomy and Self-evaluation Skills
3.3.7. Teaching Test-taking Strategies
3.3.8. Selecting Appropriate Test Format
3.3.9. Innovative Language Testing
3.3.10. Ensuring Content-Validity
3.3.11. Emphasising the Use of Formative Assessment
3.3.12. Grading Tests and Correction
3.3.13. Delivering Feedback
3.4. Conclusion
General Conclusion
Bibliography

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