CRITICAL RESEARCH ON THE PEDAGOGICAL, INDIVIDUAL, AND SOCIAL IMPACT OF THE TOEFL PBT INTRODUCTION AS A TESTING INSTRUMENT

Imam Munandar

Abstract


This research is a descriptive research by nature which tries to demonstrate various impacts to diverse communities. It gathers several important findings from previous research and draw a comprehensive outlook on how the TOEFL test has influenced the decision makers, teachers, students and outer community themselves. It is found that there has been a significant impact as the TOEFL test is administered as a test instrument worldwide. These include positive and negative impacts. For instance, the test has demanded schools to include teaching TOEFL preparation as an integrative part of syllabus. Still, students are forced to learn English intensively, but they are more inclined to attend the TOEFL class rather than regular classes. The research also shows that students prefer studying American English dialect since it is found in the test content. In wider community, the test opens job opportunities for many people especially publication industries and English private courses. However, the test also contributes to the inequality of educational opportunity between wealth and poor families.


Keywords


English language testing; TOEFL Test; English language institution

Full Text:

PDF

References


Alderson, J. C., & Banerjee, J. (2001). Testing languages from researcher perspectives. Language Testing, 14(1), 36-50.

Alderson, J. C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: A study of washback. Language Testing, 13(1), 280-297.

Anderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115-129.

Banerjee, J. (2003). The TOEFL CBT (Computer-based test). Language Testing, 20(1), 111-123.

Cheng, L., Rogers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods, and procedures. Language Testing, 21(1), 360-389.

Choi, I. (2008). The impact of EFL testing on EFL education in Korea. Language Testing, 25(1): 39-62.

ETS. (2010). About the TOEFL® PBT Test. (2010). Retrieved from, http://www.ets.org/toefl/pbt/about on 6 October, 2010,

Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Abingdon, UK: Routledge.

Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge, New York: Cambridge University Press.

McNamara, T. F. (1998). Policy and social considerations in language assessment. Annual Review of Applied Linguistics, 18(1), 304-319.

McNamara, T. F. (2000). Language testing. England: Oxford University Press.

Prapphal, K. (2008). Issues and trends in language testing and assessment in Thailand. Language Testing, 25(1).

Sasaki, M. (2008). The 150-year history of English language assessment in Japanese education. Language Testing, 25(1), 63-83.

Shih, C. (2007). New washback model of students’ learning. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 64(1), 135–162.

Shu-Mei (2009). EFL education in China: Testing perspective. Language Testing, 12(2): 21-25.

Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(5), 5-29.

Taylor, L. (2005). Washback and impact. ELT Journal Volume, 59(2), Oxford University Press.

Wall, D., & Horák, T. (2006). The impact of changes in the TOEFL examination on teaching and learning in Central and Eastern Europe: Phase 1, the baseline study. ETS Research Report Series, 2006(1), i-199




DOI: http://dx.doi.org/10.22373/ej.v6i2.4547

Refbacks

  • There are currently no refbacks.


This journal has been viewed times.
View full page view stats report here.


All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: