Volume 3, Issue 2 December 2020, pp. 38–57
Beyond the washback of the English National Exam on learning: Subsequent impact on language learning strategies of first-year English majors
The study aims to investigate washback of the English National Exam (ENE) on learning and how they impacted English language learning strategies of first-year English majors at University of Foreign Language Studies, The University of Danang (UFLS, UD). Data was collected from a questionnaire administered to 120 first-year English majors and an interview conducted with ten randomly-selected students from the focus group. The findings indicated that given the ENE 2018 as an objective test with emphasis on language knowledge (grammar, vocabulary, and pronunciation) and reading skills, previous learning practices of first-year English majors as the washback of ENE resulted in intense memorization of language knowledge to perform test-preparation exercises rather than concentrating on developing non-tested skills (listening, speaking, and writing). While some previous English learning practices have inherently benefited first-year English majors, they mainly exert negative effects and drive first-year English majors to develop and modify pre-existent strategies as well as adopt new ones for the development of all language skills. The study is instrumental in depicting potential effects of previous learning practices for the ENE on higher education specializing on English, thereby preparing first-year English majors to make adjustments and accommodate themselves with appropriate learning strategies at UFLS, UD.
© Minh Huu Thanh Nguyen
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Nguyen, M.H.T. (2020). Beyond the washback of the English National Exam on learning: Subsequent impact on language learning strategies of first-year English majors . Language Education and Assessment, 3(2), 38–57. https://doi.org/10.29140/lea.v3n2.356
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