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Interact and Higher Proficiency Students: Concluding Perspectives

  • Martin East
Chapter
Part of the Educational Linguistics book series (EDUL, volume 26)

Abstract

This chapter concludes the presentation of data from Stage II of this 2-year study. The chapter begins with an issue that is fundamental to realising the full potential of interact, whether at NCEA level 3 or at the lower levels – the issue of washback. Washback is explored initially from the perspective of interviewed teachers. The chapter then turns to the students as key stakeholders and central recipients of the reform, and allows them to have the final word. Findings from the students are drawn from two surveys: a pilot survey (n = 30) aimed at students who were among the last to take converse, and a main survey (n = 119) focused on students who were among the first to take interact. Students’ perspectives, both on converse and, more particularly, on interact, are presented in the light of the challenges and issues raised by their teachers.

Keywords

Teacher Interview Assessment Context Everyday Conversation Spontaneous Interaction French Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Bachman, L. F., & Palmer, A. (1996). Language testing in practice: Designing and developing useful language tests. Oxford, England: Oxford University Press.Google Scholar
  2. Cheng, L. (1997). How does washback influence teaching? Implications for Hong Kong. Language and Education, 11(1), 38–54. http://dx.doi.org/10.1080/09500789708666717
  3. East, M., & Scott, A. (2011). Working for positive washback: The standards-curriculum alignment project for Learning Languages. Assessment Matters, 3, 93–115.Google Scholar
  4. Messick, S. (1996). Validity and washback in language testing. Language Testing, 13(3), 241–256. http://dx.doi.org/10.1177/026553229601300302

Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  • Martin East
    • 1
  1. 1.Faculty of Education and Social WorkThe University of AucklandAucklandNew Zealand

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