Washback Effects of Board-Based Speaking Tests

Authors

  • Henry Sevilla Morales Universidad Nacional, Costa Rica
  • Lindsay Chaves Fernández Universidad Nacional, Costa Rica

DOI:

https://doi.org/10.15359/rl.2-68.8

Keywords:

English as a foreign language, language proficiency, instructional choices, oral exams

Abstract

This study analyzes the opinions of a group of three English as a Foreign Language programs, on the washback effects of board-based oral tests on the students’ language proficiency and foreign language anxiety levels, and on the professors’ instructional choices and decision making. With purposive sampling strategies and triangulation techniques, strong washback effects on learners’ foreign language anxiety levels and professors’ instructional choices, with lesser effects on learners’ proficiency levels and instructors’ decision making, were identied.

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Published

2020-07-06

How to Cite

Washback Effects of Board-Based Speaking Tests. (2020). LETRAS, 68, 199-238. https://doi.org/10.15359/rl.2-68.8

Issue

Section

Studies in Linguistics

How to Cite

Washback Effects of Board-Based Speaking Tests. (2020). LETRAS, 68, 199-238. https://doi.org/10.15359/rl.2-68.8