Interplays between English Teaching-Learning and Assessment Practice in Secondary Schools

Abstract

Teaching English has always been a challenging area in Bangladesh (Rahman and Pandian, 2018). In order to improve the quality of English teaching and learning, several attempts have been made to reform the curriculum. But unfortunately, regardless of various attempts of curriculum reforms, several recent studies (Rahman et al., 2019; Sultana, 2019; Al Amin and Greenwood, 2018; Hoque, 2016; Hoque, 2011; Chowdhury, 2010; and Maniruzzaman & Hoque, 2010) confirm that there is very insignificant change in the teaching and learning process in the English classrooms. Among other factors, researchers (Rahman et al., 2019; Rahman et al., 2018b; Khan, 2010) explored a direct connection between the failure of English teaching, learning and assessment system in Bangladesh. Few studies found the relationship between the failure of CLT and its methods of assessment in Bangladesh (Sultana, 2019; Ali, Hamid, & Hardy, 2018; Amin, 2017). However, although it is a widely held notion that washback (i.e., positive or negative effects of a test on teaching and learning) exists, there is insufficient data or evidence to confirm ―whether it really exists and, if it does, what the nature of its effect is‖ (Shohamy, 1993, p. 4), especially in the context of current study (Nuby, Rashid, & Hasan, 2019; Nur & Islam, 2018; Rahman et al., 2018b; Sultana, 2019; Karim, et al., 2017). Literature (e.g., Nuby, Rashid, & Hasan, 2019; Rahman et al., 2019, 2018; Sultana, 2019) indicates that there are three shortcomings in the field of language testing in Bangladesh (i.e., paucity of empirical studies, absence of washback study on the JSC English test, and absence of students‘ perspectives in the washback studies). Responding to these shortcomings, the present doctoral study made an effort to investigate and approach washback of JSC English test from a context-specific and wider perspective.

It examined the correlations between the JSC English curriculum and JSC examination; the JSC textbook and other teaching-learning materials and JSC English test; teaching-learning methods and JSC English examination; classroom activities and test, etc. It, then, investigated if any washback of the JSC English test exists, and in what ways English teaching and learning practice are affected by the JSC English test. This study focused firstly on JSC English teaching-learning practice in the classrooms. Secondly, it attempted to explore the existing assessment practice used in JSC English. Thirdly and most importantly, it examined the interplays between JSC English teaching-learning and assessment practice, how they influence (facilitate or hinder i.e., washback effect) each other. Thus, the overarching aim of this study is to investigate the effect of assessment (JSC English Test) on English teaching-learning at Class 8 at secondary schools of Bangladesh. Alongside, it seeks to examine the effect of any other teacher, students and context-dependent variables which may contribute to positive or negative interplays between JSC English teaching-learning and assessment practice. In order to achieve the aims and objectives of the study, mixed method research approach was applied to collect relevant data. The researcher used in-depth interviews with teachers and students, classroom observations (COLT scheme) and analysis of JSC curriculum, textbook, commercially produced books or materials and other examination related documents to elicit qualitative data and conducted questionnaire surveys for students and teachers to obtain quantitative data, which provided ample insights into the current study. As far as analysis of relevant data is concerned, a thorough analysis of the features of the JSC English test was made and reported. The data elicited from the classroom observation scheme was first compiled and tallied for an individual lesson/class, and then coded according to the categories specified in the classroom observation scheme. Then, frequency counts for each category across all observed lessons were done. Moreover, during the analysis, mean ratings for each category across all observed lessons were also computed. When analyzing the data was done quantitatively, a short summary was written. On the other hand, the interviews involved the application of transcript-based analysis (for teacher interviews) and tape-based analysis (for FGIs) approach (Krueger & Casey, 2020), thematic analysis (Vaismoradi, et al., 2016), and constant comparative method (Bogdan & Biklen, 1998; Glasser and Strauss, 1990; Lincoln & Guba, 1985). The relevant data were classified into categories. The analysis of the quantitative data derived from the questionnaire surveys for students and teachers involved frequency counts (and/or percentages by category), and descriptive statistics. Eventually, the study has explored some noteworthy and interesting findings that were cross-referenced through a number of research instruments already mentioned. These findings of the study are: the majority of the teachers lacked proper understanding and awareness of the objectives of JSC English curriculum. They only knew the JSC English test format and taught accordingly. Both teachers and their students were reluctant to study the textbook, rather they depended highly on commercially produced test-oriented materials. The study reveals that this phenomenon happened because of misalignment between the JSC English textbook and the test. Teachers skipped and ignored some of the lessons of the textbook that were not or less expected and thus, they narrowed the content of the textbook so that it can match and resemble the content of the JSC English examination, i.e., ―what is tested is taught.‖ Test-items of the JSC English test were quite commonly repeated almost every year. Consequently, the learners took resort to memorizing those test-items got from the commercially produced guidebooks or their teachers. The content and construct validity of the question-items of the JSC English Test were found questionable. Most of the teachers criticized this test for failing to redress the expected balance between its contents and the content of the national English curriculum (2012). Both teachers and their students underwent internal and external pressure for better scores. The JSC English test greatly influenced the teachers‘ and students‘ teaching and learning practices, tailoring it to the test. They emphasized acquiring mastery over grammar, and reading and writing skills; limiting participation in communicative tasks and activities. Since listening and speaking skills are not tested in the JSC English test, teachers did not teach and/or assess these two skills. Even if these two skills were ever taught, the way they were taught hardly could benefit the students to develop their proficiency in these two skills. The findings of the study also reveal that the JSC English test was not the sole reason behind these unwelcomed English teaching and learning practices in the classroom by the English teachers and their students. Teacher characteristics including teachers‘ educational background, their beliefs, and their past experience also play a significant role in this regard. On the other hand, context characteristics or factors include large student population, small class size, insufficient time allotted for instruction, large contents of syllabus, the grades teachers teach, their heavy workloads, students‘ low levels of proficiency in English, pressure from authority (school and education ministry), and parents of the students to improve the score, no reflection of the marks of speaking and listening tests in public (JSC) examinations, poor socio-economic conditions of teachers, absence of monitoring and supervision by concerned authorities like NCTB, education boards, etc. are also indirectly responsible for this. The findings of the study have several significant implications for policy makes, test creators, teachers, teacher trainers and other stakeholders.