چکیده:
The present study was an attempt to explore the ‘washback effect’ of task-based assessment (TBLA) on EFL Iranian learners’ pragmatic development. To this end, through conducting KET (Key English Test), 60 out of 120 EFL Iranian learners studying in an English language school, were randomly selected. They were assigned to treatment group (N=30), and control group (N=30). The treatment group was assessed through TBLA and the control group was assessed via non-task based assessment for 20 ninety-minute sessions. The class sessions were held twice a week. The obtained data was examined through independent sample t-test. The findings implied that TBLA as a pedagogical measurement tool can well replace the classic assessment procedures, since all educational efforts including testing and assessment procedures are planned to maximize the educational gains and developments.
خلاصه ماشینی:
Keywords: Task-based language assessment, washback effect, pragmatic competence, speech acts Introduction Testing is one of the main concerns of the trained teachers.
Based on the above background, this study aimed to compare TBLA and non-task assessment in terms of their washback effect on the development of pragmatic competence of Iranian EFL learners.
Is there any significant difference between the non-task language assessment and TBLA concerning their washback effect on EFL learners’ pragmatic development?
(2- Mean Std. Deviation Std. Error 95% Confidence Interval of the tailed) / Pair 1 / Pair 2 / Pair 3 / Pair 4 / Pair 5 Controltest6 To check if using non-task language assessment and TBLT show a significant difference concerning their washback effect on EFL learners’ pragmatic development, an independent samples t-test was used and the mean scores of the treatment group and the control group were compared.
Independent Samples Test Results for Comparing the Posttest Scores in Treatment and Control Groups / Levene's Testt-test for Equality of Means for Equality of Variances {مراجعه شود به فایل جدول الحاقی} Equal Posttestassumed Equal v n Interval of the Difference Lower Upper assumed Accordingly, the second research null hypothesis, that is, ‘There is no significant difference between the non-task language assessment and task-based assessment concerning their washback effect on EFL learners’ pragmatic development’ was rejected, meaning that those participants who benefited from task-based assessment during the study outperformed the control group in their performance in the pragmatic knowledge posttest.