Skip to main content
SpringerLink
Log in

Impact of a National English as a Foreign Language Test on Parents in Nepal

  • Chapter
  • First Online:
Local Research and Glocal Perspectives in English Language Teaching

  • 419 Accesses

Abstract

Despite a growing body of research on language test impact, little is known about the impacts of a test on parents. Drawing on critical language testing theory, this chapter reports on a study that explored the impact of a high-stakes secondary school national English as a foreign language (EFL) test on parents in Nepal. The data generated through semi-structured interviews with parents (n = 6) and students (n = 6), a student survey, and oral diaries (n = 72)  revealed that the English test had severe impact on parents. The findings indicated that social (e.g. status quo and family pressure), economic (e.g. buying preparation materials and private tuition), and psychological factors (e.g. stress and anxiety) associated with the test affected parents in complex ways. This impact, however, varied among the parents in the study which seemed to have been influenced by their educational background and their own past experiences. The final section of the chapter presents some pressing policy, research, and pedagogical implications of the study.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abu-Alhija, F. N. (2007). Large-scale testing: Benefits and pitfalls. Studies in Educational Evaluation, 33(1), 50–68.

    Article  Google Scholar 

  • BERA. (2011). Ethical guidelines for educational research. London: BERA.

    Google Scholar 

  • Bhattrai, Y. B. (2014). The school leaving certificate (SLC) examination of Nepal: Exploring negative consequences. An unpublished MA dissertation, Carleton University, Canada.

    Google Scholar 

  • Black, P., & Wiliam, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249–261.

    Article  Google Scholar 

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

    Article  Google Scholar 

  • Bray, M., & Lykins, C. (2012). Shadow education private supplementary tutoring and its implications for policy makers in Asia. Philippines: Asian Development Bank.

    Google Scholar 

  • Budhathoki, C. B., Khatri, H. B., Shrestha, D., Rana, B. K., Sigdel, T. P., Panta, K., & Thapa, S. W. (2014). Status of SLC dropouts and identifying ways to engaging students in co-curricular activities. Bhaktapur: Ministry of Education, Nepal.

    Google Scholar 

  • Cheng, L., Andrews, S., & Yu, Y. (2010). Impact and consequences of school-based assessment (SBA): Students’ and parents’ views of SBA in Hong Kong. Language Testing, 28(2), 221–249.

    Article  Google Scholar 

  • Dawadi, S. (2018). The impact of the SLC examination on English language teaching and student motivation to learn English. In D. Hayes (Ed.), English language teaching in Nepal: Research reflection and practice (pp. 133–163). Kathmandu: British Council Nepal.

    Google Scholar 

  • Dawadi, S. (2019b). Students’ and parents’ attitudes towards the SEE English test. Journal of NELTA, 1(2), 1–16.

    Article  Google Scholar 

  • Dawadi, S. (2020). Parental involvement in national EFL test preparation. RELC, 53(3), 427–439.

    Article  Google Scholar 

  • Dawadi, S. (2019a). Impact of the secondary education examination (English) on students and parents in Nepal (Unpublished thesis, The Open University, UK). Retrieved from http://oro.open.ac.uk/68468/

  • Dawadi, S. (2021). Factors influencing washback of a high-stakes English as a foreign language test. TESOL-EJ, 25(3). https://www.tesl-ej.org/wordpress/issues/volume25/ej99/ej99a1/

  • Desforges, C., Hughes, M., & Holden, C. (1994). Parents’ and teachers’ perceptions of assessment at key stage 1. In M. Hughes (Ed.), Perceptions of teaching and learning (pp. 26–34). Clevedon, Philadelphia: Multilingual Matters Ltd.

    Google Scholar 

  • Foucault, M. (1979). Discipline and punish. New York: Vintage Books.

    Google Scholar 

  • Giri, R. A. (2011). Examination as an agent of educational reform: Re-iterating some issues of debate. NELTA Chautari. Retrieved from https://neltachoutari.wordpress.com

  • Goodall, J., & Vorhaus, W. (2011). Review of best practice in parental engagement. Retrieved from http://wrap.warwick.ac.uk/45714/

  • Lynch, B. K. (2001). Rethinking assessment from a critical perspective. Language Testing, 18(4), 351–372.

    Article  Google Scholar 

  • Moore, S., Stroupe, R., & Mahony, P. (2012). Perceptions of IELTS in Cambodia: A case study of test impact in a small developing country. In J. Osborne (Ed.), IELTS research report (Vol. 13, pp. 1–109). Australia: IDP-IELTS Australia and British Council. Retrieved from http://www.ielts.org/PDF/Report6V13new.pdf

  • Mulvenon, S. W., Stegman, C. E., & Ritter, G. (2005). Test anxiety: A multifaceted study on the perceptions of teachers, principals, counselors, students, and parents. International Journal of Testing, 5(1), 37–61.

    Article  Google Scholar 

  • Osburn, M. Z., Stegman, C., Suitt, L. D., & Ritter, G. (2004). Parents’ perceptions of standardized testing: Its relationship and effect on student achievement. Journal of Educational Research and Policy Studies, 4(1), 75–95.

    Google Scholar 

  • Rogers, S. L., Barblett, L., & Robinson, K. (2016). Investigating the impact of NAPLAN on student, parent and teacher emotional distress in independent schools. Australian Educational Researcher, 43(3), 327–343.

    Article  Google Scholar 

  • Scott, C. (2007). Stakeholder perceptions of test impact. Assessment in Education: Principles, Policy & Practice, 14(1), 27–49.

    Google Scholar 

  • Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Harlow: Longman.

    Google Scholar 

  • Shohamy, E. (1993). The power of tests: The impact of language tests on teaching and learning. NFLC occasional paper. NFLC Occasional Papers.

    Google Scholar 

  • Westfall, D. A. (2010). Parental perceptions of the effects of the high-stakes test on the home lives of at-risk fifth grade students (Doctoral dissertation). University of Houston.

    Google Scholar 

  • William, S. (2018). Students’ perspectives on buying private tuition services. International Journal of Research Studies in Education, 7(2), 105–119. https://doi.org/10.5861/ijrse.2017.1789

    Article  Google Scholar 

  • Wyn, J., Turnbull, M., & Grimshaw, L. (2014). The experience of education: The impacts of high stakes testing on school students and their families. Retrieved from https://www.whitlam.org/__data/assets/pdf_file/0008/276191/High_Stakes_Testing_Literature_Review.pdf

  • Xiao, Y., & Carless, D. R. (2013). Illustrating students’ perceptions of English language assessment: Voices from China. RELC Journal, 44(3), 319–340.

    Article  Google Scholar 

  • Yahiaoui, H. (2020). Private tuition: High stakes and thorny issues. English Language Teaching, 13(7), 88–96. https://doi.org/10.5539/elt.v13n7p88

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Open University, Milton Keynes, UK

    Saraswati Dawadi

Authors
  1. Saraswati Dawadi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Saraswati Dawadi .

Editor information

Editors and Affiliations

  1. Department of English, University of Dhaka, Dhaka, Bangladesh

    Rubina Khan

  2. Department of English, University of Dhaka, Dhaka, Bangladesh

    Ahmed Bashir

  3. Department of English, University of Dhaka, Dhaka, Bangladesh

    Bijoy Lal Basu

  4. Department of English, University of Dhaka, Dhaka, Bangladesh

    Md. Elias Uddin

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Dawadi, S. (2022). Impact of a National English as a Foreign Language Test on Parents in Nepal. In: Khan, R., Bashir, A., Basu, B.L., Uddin, M.E. (eds) Local Research and Glocal Perspectives in English Language Teaching. Springer, Singapore. https://doi.org/10.1007/978-981-19-6458-9_23

Download citation

  • DOI: https://doi.org/10.1007/978-981-19-6458-9_23

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-19-6457-2

  • Online ISBN: 978-981-19-6458-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation