Investigating EFL students' attitudes on TOEFL test: the washback effect  

Oleh:

Pratidina, Sonia Destrie

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 15 : Konferensi Linguistik Tahunan Atma Jaya Kelima Belas, page 154-158.
Topik: attitudes; washback effect; EFL; TOEFL; language assessment
Fulltext: 154-158 (Sonia Destrie Pratidina - OK).pdf (327.37KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 15 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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Test of English as a Foreign Language (henceforth TOEFL) is one of the tests which is used as an instrument to measure students’ communicative competence. TOEFL test is the most widely-used and internationally recognized as a test to evaluate non-native English speakers’ language proficiency which tests test-takers’ ability in English skills. However the application of TOEFL test for non-native English-language speakers especially in Indonesian context itself manages to influence students’ attitudes in such a way since they are not using English as L1 and the test itself has influences towards the test takers. The impact of test on English-language teaching is commonly considered as the washback effect. As Shohamy (1992) proposed washabck effect can change students’ behavior in certain way. It is in fashion with Cohen (1994) who conceded that assessment instrument affects educational practices and believes which covers actions and perceptions. Washback itself can be classified into two major types whether it has a beneficial value or harmful impact towards educational practices; the former is positive and later is negative (Hughes, 1989). Related to that, this study seeks to investigate the washback effect that the students have in dealing with TOEFL test. There are 30 EFL students in Bandung who are taken as participants. Utilizing a qualitative method equipped with descriptive analysis and questionnaires, the study finds out that most of the students perceive TOEFL test positively in that they prepare some strategies thoroughly to carry out the test. The results reveal that the test takers utilize both cognitive and metacognitive strategies in dealing with the TOEFL test. However, varieties factors must also be considered in order to ensure the results. It is suggested for the pedagogical implications that curriculum developers needs to focus on giving the guidance for the students. In addition, the students are able to obtain more opportunities in being familiar with the TOEFL test.

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