Future of Medical Education Journal

Future of Medical Education Journal

The Washback Effects of Task-based and Non-Task-based Language Assessment on English for Academic Purposes (EAP) Students’ Reading Comprehension Ability

Document Type : Original Article

Authors
Maryam Nazari
Abbas Bayat
Peyman Rajabi
Department of ELT, Malayer Branch, Islamic Azad University, Malayer, Iran
10.22038/fmej.2024.71996.1539
Abstract
Background: The present study set out to examine the washback effects of task-based (TBLA) and non-task-based language assessment (NTBLA) on nursing students’ reading comprehension ability.
Method: First, 60 students studying nursing in Kermanshah University of Medical Sciences took part in the study. Second, they were homogenized in terms of English language proficiency and were later non-randomly assigned to two experimental groups each comprising 30 learners. In Group1, task-based reading assessment was provided while in Group 2, non-task-based traditional reading assessment was administered.
Results: The results of the study pointed to a statistically significant difference between the washback effects of the two assessment types. In other words, the participants in TBLA group outperformed those in NTBLA group.
Conclusion: Complementing EAP courses for medical students with TBLA sounds an auspicious move towards enhancing academic reading ability of medical students. The findings have certain pedagogical and research implications as well.
Keywords
English for Academic Purposes
Students of medicine
Task-based language assessment
Non-task-based language assessment
Reading ability
Subjects
  1. Mislevy R, Steinberg L, Almond R. Design and analysis in task-based language assessment. Language Testing, 2002; 19(4): 477–96.
  2. Brindly G. “Task-centered assessment in language learning: The promise and the challenge’ in Bird N, Falvey P, Tsui A, Allison D, McNeill A. (eds.): Language and learning. Hong Kong: Hong Kong Institute of Language in Education, Hong Kong Education Department. 1994.
  3. Long M.H, Norris J.M. Task-based language teaching and assessment. In Byram M. (Ed.), Encyclopedia of language teaching. 2000; 597-603. London: Routledge.
  4. Ashrafi A. The effect of the task-based language teaching method on the comprehension ability of Iranian high-school students. International Journal of Multicultural and Multi religious Understanding, 2020;7(2): 154-60.
  5. Chalak A. The effect of task-based Instruction on reading comprehension of Iranian EFL learners. Applied Research on English Language, 2015; 4(1): 19-30.
  6. Dreyer C, Nel C. Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 2003;31(3): 349-65.
  7. Norris J.M, East M. Task-based language assessment. In Ahmadian M.J, H L.M, (Eds.). The Cambridge handbook of task-based language teaching. Cambridge University Press. 2021; 507–28.
  8. Norris J.M. Task-based language assessment aligning designs with intended uses and consequences. JLTA Journal, 2018; 21: 3–20.
  9. Abdollahi M, Izadpanah S. The washback impacts of task-based assessment on Iranian EFL learners’ vocabulary learning and grammatical ability. International Journal of Research in English Education, 2021; 6(3): 21-39.
  10. Khabbazi B, Anari F, Bagheri M.S, Sadighi F. An attitude-based survey of the impact of task-based assessment on the Iranian EFL learners' general English achievement. Research in English Language Pedagogy, 2020; 8(1): 101-22.
  11. Spector-Cohen, E. Integrating performance assessment in the EAP classroom. The Internet TESL Journal, 2007; XIII(3): 133-37.
  12. Wall D, Alderson J.C. Examining washback: The Sri Lankan impact study. Language Testing, 1993:10: 41-69.
  13. Hughes A. Testing for language teachers (2nded.). Cambridge: Cambridge University Press. 2003.
  14. Bachman L, Palmer A. Language testing in practice: Designing and developing useful language tests. Oxford: OUP. 1996.
  15. Dong M, Fan J, Xu J. Differential washback effects of a high-stakes test on students’ English learning process: evidence from a large-scale stratified survey in China. Asia Pacific Journal of Education, 2021; 3(1): 1-18.
  16. Ma H. Washback effects of the IELTS test: views and experiences of Chinese students in the context of a Sino UK joint program with English as the medium of instruction. [Doctoral dissertation, Queen’s University Belfast]. 2021.
  17. Alderson J.C, Wall D. Does washback exist? Applied Linguistics, 1993; 14: 115-29.
  18. Al Amin M, Greenwood J. The examination system in Bangladesh and its impact: On curriculum, students, teachers and society. Language Testing in Asia, 2018; 8(1): 1–18.
  19. Gholami M, Rajabi P. Effect of offline newly-developed task cycle (NDTC) on Iranian medical students’ reading comprehension performance. International Journal of Foreign Language Teaching and Research, 2021; 9(37): 195-203.
  20. Zoghi M, Shahab S. Task-based reading assessment vs. traditional reading test. Indian Journal of Fundamental and Applied Life Sciences, 2014; 4(S4): 1118-23.
Future of Medical Education Journal
Volume 14, Issue 1
Winter 2024
Pages 42-47