Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan
Abstract High-stakes testing has frequently exerted a strong influence on teaching and learning in educational contexts. In 2012, the Ministry of Education passed legislation that made the new Test of English Listening Comprehension a requirement for the University Entrance Examination. The present...
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doaj-a45b52c4cffc427889b8e5bbd0f256b62020-11-25T00:45:50ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692017-05-012111410.1186/s40862-017-0028-9Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in TaiwanMu-Hsuan Chou0Department of Foreign Language Instruction, Wenzao Ursuline University of LanguagesAbstract High-stakes testing has frequently exerted a strong influence on teaching and learning in educational contexts. In 2012, the Ministry of Education passed legislation that made the new Test of English Listening Comprehension a requirement for the University Entrance Examination. The present study investigated how far the launch of the new English listening test has impacted on English teachers and their instructional practices in senior high school. This research involved a semi-structured interview with 20 senior high school English teachers in Taiwan. The findings revealed a complicated entanglement of external and internal factors that influenced the degree and intensity of test impact on teachers and teaching. The new national English listening test was found to have both positive and negative effects on teachers. While how the listening instruction was delivered was affected by teachers’ pedagogic knowledge and past experiences in teaching and learning, the frequency of instructional practice was constrained by the key stakeholders, such as parents’ and students’ expectations.http://link.springer.com/article/10.1186/s40862-017-0028-9Test impactListeningTeacherTeaching approachStakeholder |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Mu-Hsuan Chou |
spellingShingle |
Mu-Hsuan Chou Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan Asian-Pacific Journal of Second and Foreign Language Education Test impact Listening Teacher Teaching approach Stakeholder |
author_facet |
Mu-Hsuan Chou |
author_sort |
Mu-Hsuan Chou |
title |
Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan |
title_short |
Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan |
title_full |
Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan |
title_fullStr |
Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan |
title_full_unstemmed |
Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan |
title_sort |
impacts of the test of english listening comprehension (telc) on teachers and teaching in taiwan |
publisher |
SpringerOpen |
series |
Asian-Pacific Journal of Second and Foreign Language Education |
issn |
2363-5169 |
publishDate |
2017-05-01 |
description |
Abstract High-stakes testing has frequently exerted a strong influence on teaching and learning in educational contexts. In 2012, the Ministry of Education passed legislation that made the new Test of English Listening Comprehension a requirement for the University Entrance Examination. The present study investigated how far the launch of the new English listening test has impacted on English teachers and their instructional practices in senior high school. This research involved a semi-structured interview with 20 senior high school English teachers in Taiwan. The findings revealed a complicated entanglement of external and internal factors that influenced the degree and intensity of test impact on teachers and teaching. The new national English listening test was found to have both positive and negative effects on teachers. While how the listening instruction was delivered was affected by teachers’ pedagogic knowledge and past experiences in teaching and learning, the frequency of instructional practice was constrained by the key stakeholders, such as parents’ and students’ expectations. |
topic |
Test impact Listening Teacher Teaching approach Stakeholder |
url |
http://link.springer.com/article/10.1186/s40862-017-0028-9 |
work_keys_str_mv |
AT muhsuanchou impactsofthetestofenglishlisteningcomprehensiontelconteachersandteachingintaiwan |
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1725268619381702656 |