臺灣博碩士論文加值系統

國中基本學力測驗及國中教育會考已實施數年，其相關研究不計其數，然而國中教育會考英語聽力測驗對國中英語教學之影響卻鮮少被剖析。本篇研究旨在探討會考英語聽力測驗對國中英語聽力教學及學生英語聽力學習之回沖效應。本研究受測對象為來自台北市、新北市及基隆市三間公立國中的30位英語教師和298位學生。此研究採用問卷與訪談方式，問卷目的用來了解受試者對於會考加考英語聽力測驗後的看法、公平性、教師之教學與影響、及學生之學習及考試準備。研究者並訪談受試教師及學生，探討其面對國中教育會考增加英語聽力測驗後的看法、需求及建議。研究結果顯示，教師及學生對於國中會考增加英語聽力測驗給予肯定的看法。此外，會考改革對於教學者帶來正面的回沖效應，大部份的教師表示若學生需要或課堂時間許可，他們願意調整聽力教學方式、安排課堂活動或提供多樣化的學習教材。另外，學生對英語學習的興趣及動機因此增加但同時也為他們帶來負面的回沖效應，參與者表示加考英語聽力測驗可能使入學壓力及考試焦慮提升。至於建議方面，兩組受測對象皆表示他們在乎的是練習英語聽力及口說的時間、不同口音的聽力測驗、及更好的設備。此外，受訪對象提出因為臺灣教育資源不平等的問題仍然存在，所以不宜調整目前會考聽力測驗的試題難度及分數採計方式。最後，本研究結果期盼能對會考英語聽力測驗之回沖效應有所瞭解，進而能為國中英語聽力教學提供建議。

The Basic Competence Test and Comprehensive Assessment Program have been researched for several years, but very few studies have focused on the incorporation of the CAP English listening assessment. The current study aims to explore the washback effects of incorporating English listening in the CAP on junior high school students and English teachers. Thirty English teachers and 298 students from the three public junior high schools in Keelung City, Taipei City, and New Taipei City were the participants of the present study. The two instruments in the study consisted of a questionnaire and an interview guide. The questionnaire was conducted to investigate the participants’ perceptions of the CAP reform and fairness of the English listening assessment, instructions and influence, and students’ learning activities and test preparation. A semi-structured interview was used to probe specific information of participants’ perceptions of the CAP reform, and their needs and suggestions. Results revealed that teachers and students had positive perceptions of the incorporation of the CAP listening assessment. Moreover, the CAP reform generated positive washback effects to the instructors. Most of them were willing to change their teaching approaches, arrange some teaching activities, or provide diverse learning materials if students need and class time allows. In addition, the results indicated that students’ English learning interests and learning motivation increased due to the incorporation of the English listening assessment, but it also generated negative washback effects for them. The participating students expressed that their high-school-entrance stress and test anxiety may increase. As for the suggestions, participants of both groups signified that they cared about the time for practicing listening and speaking, listening assessment of different accents, and better equipment. Moreover, because the inequality of educational resources still exists in Taiwan, most of the participants pointed out the difficulty and score evaluation of the CAP listening assessment should not be adjusted. The findings of the present study are expected to contribute to an understanding of the field of the washback effects of incorporating English listening in the CAP. Practical implications for enhancing pedagogy of EFL listening in junior high schools were further proposed.

CHINESE ABSTRACT……………………...………………………………………i
ENGLISH ABSTRACT……………………...………………………………………ii
ACKNOWLEDGEMENTS……………………...………………….………………iv
TABLE OF CONTENTS……………..……...………………….……………….…..v
LIST OF TABLES……………..……...………..……….……………….………….vii
LIST OF FIGURES……………..……...………………….……………….………..ix
CHAPTER ONE: INTRODUCTION……………………...……………………….1
Background and Motivation……………………………………………………….1
Purpose of the Study and Research Questions…………………………………….4
Definition of Terms………………………………………………………………..4
Significance of the Study…………………………………………………….…....5
CHAPTER TWO: LITERATURE REVIEW…………………….…….…………7
Introduction to Assessment…………………………………..…………….….....7
Introduction to Theory of Tests and Assessment…………….…..……………8
Needs and Advantages of the Assessment…………………........……………9
Overview of Washback………………………………………..……………...…10
Alderson and Wall’s Washback Hypothesis……………….………………...10
The Hughes Trichotomy Framework………….…………………………….12
Bailey’s Model of Washback…………………………….………………..…12
Previous Research on Washback Effect……………………..….………………13
Positive Washback…………………………………………………….….…14
Negative Washback…………………………….…………………………....16
The Feature of Washback and Context………………….…………………..18
Comprehensive Assessment Program (CAP)…………………..…………...…..21
Impact of Comprehensive Assessment Program (CAP)……….……………25
Related Studies on CAP and English Listening Assessment of the CAP
washback……….……..………………………...……………………….….26
Summary………………………………….……………………..…………...…30
CHAPTER THREE: METHODOLOGY………………………………………....31
Participants…………………………………………………………………….....31
Instruments……………………………………………………………………….33
Questionnaire and Interview for Teachers…………………….……..……....34
Questionnaire and Interview for Students…………………………...…....….36
Procedures of the Study……………………………………………….………….37
Data Analysis……………………………………………………………………..40
Pilot Study………………………………………………………………………..41
CHAPTER FOUR: RESULTS……………………………………….....................44
Results of Teachers’ Questionnaire ………………………………………...........44
Results of Students’ Questionnaire……………………………………….............52
Results of Teachers’ Interview………………………………………...................61
Results of Students’ Interview………………………………………....................72
CHAPTER FIVE: DISCUSSION AND CONCLUSION……………………...…82
Summary of the Study………………………………………........................……82
Discussion of the Results……………………………………….......................…83
Implications of the Study……………………………………….......................…94
Limitations of the Study……………………………………….......................…..95
Conclusion……………………………………….......................….. ……………97
REFERENCES……………………………………………………………………...99
APPENDICES…………………………………………………......……………....105
Appendix A: Teachers’ Questionnaire……………………………..…………....105
Appendix B: Teachers’ Interview………………...……………..……………....108
Appendix C: Students’ Questionnaire….……………...………………..……....109
Appendix D: Students’ Interview……...………………...………………..….....112
Appendix E: Transcript of Teachers’ Interview…………... .…….…………......113
Appendix F: Transcript of Students’ Interview ……………………...………....134

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