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Dawadi, Saraswati
(2023).
DOI: https://doi.org/10.1007/978-981-19-6458-9_23
Abstract
Despite a growing body of research on language test impact, little is known about the impacts of a test on parents. Drawing on Critical Language Testing theory, this paper reports on a study that explored the impact of a high-stakes secondary school national English as a foreign language (EFL) test on parents in Nepal. The data generated through semi-structured interviews with parents (n=6) and students (n=6), a student survey and oral diaries (n=72) indicate severe impact of the English test on parents. The findings indicated that social (e.g., status quo, family pressure), economic (e.g., buying preparation materials, private tuition) and psychological factors (e.g., stress and anxiety) associated with the test had impact on parents. This impact, however, varied amongst the parents in the study which seemed to have been influenced by their educational background and their own past experiences. The final section presents some pressing policy, research and pedagogical implications of the study.
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About
- Item ORO ID
- 86975
- Item Type
- Book Section
- ISBN
- 981-1964-57-2, 978-981-1964-57-2
- Keywords
- high-stakes tests; English as a foreign language; test impact; test anxiety; test pressure
- Academic Unit or School
- Institute of Educational Technology (IET)
- Research Group
- Education
- Copyright Holders
- © 2022 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
- Related URLs
-
- https://doi.org/10.1007/978-981-19-6458-...(Publication)
- Depositing User
- Saraswati Dawadi