Washback to Classroom Climate: The Case of an IELTS Speaking Preparation Course

Ahmadi, A., & Montasseri, Z. (2019). Interactional competence in paired vs. group oral tests. Teaching English Language, 13(1), 1-26.

Ahmed, N. (2015). The washback effects of teaching academic IELTS on Emirati students’ language proficiency at a technical high school in Abu Dhabi. The British University in Dubai (BUiD).  

Alderson, C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: A study of washback. Language Testing, 13(3), 280-297.

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

Allen, D. (2016). Investigating washback to the learner from the IELTS test in the Japanese tertiary context. Language Testing in Asia, 6(1), 1-20.

Anagnostopoulos, D. (2003). Testing and student engagement with literature in urban classrooms: A multilayered perspective. Research in the Teaching of English, 177-212.

Anagnostopoulos, D. (2006). “Real students” and “true demotes”: Ending social promotion and the moral ordering of urban high schools. American Educational Research Journal, 43(1), 5-42.

Bachman, L. F. (2004). Statistical analyses for language assessment. UK: Cambridge University Press.

Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests (Vol. 1). UK: Oxford University Press.

Bailey, K. M. (1996). Working for washback: A review of the washback concept in language testing. Language Testing, 13(3), 257-279.

Beld, M., van der Voort, D., van der Helm, G., Kuiper, C., De Swart, J., & Stams, G. (2018). Assessing classroom climate in special education: A validation study of the special education classroom climate inventory. Journal of Psychoeducational Assessment, 36(7), 736-749.

Bidwell, C. E. (2001). Analyzing schools as organizations: Long-term permanence and short-term change. Sociology of Education, 5, 100-114.

Cheng, L., Sun, Y., & Ma, J. (2015). Review of washback research literature within Kane’s argument-based validation framework. Language Teaching, 48(4), 436-470.

Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77(3), 211-244.

Curby, T. W., Johnson, P., Mashburn, A. J., & Carlis, L. (2016). Live versus video observations: Comparing the reliability and validity of two methods of assessing classroom quality. Journal of Psychoeducational Assessment, 34(8), 765-781.

Diamond, J. B. (2007). Where the rubber meets the road: Rethinking the connection between high-stakes testing policy and classroom instruction. Sociology of Education, 80(4), 285-313.

Dunn, R. J., & Harris, L. G. (1998). Organizational dimensions of climate and the impact on school achievement. Journal of Instructional Psychology, 25(2), 100-114.

Estaji, M., & Tajeddin, Z. (2012). The learner factor in washback context: An empirical study investigating the washback of the IELTS academic writing test. Language Testing in Asia, 2(1), 5-25.

Field, A. (2009). Discovering statistics using SPSS. London: SAGE publications.

Galaczi, E., & Taylor, L. (2018). Interactional competence: Conceptualizations, operationalizations, and outstanding questions. Language Assessment Quarterly, 15(3), 219-236.

Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational research, 45(1), 83-93.

Gravetter, F. J., & Wallnau, L. B. (2016). Statistics for the behavioral sciences. Boston: Cengage Learning.

Green, A. (2006). Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes. Assessing Writing, 11(2), 113-134.

Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). London: SAGE Publications.

Hamp-Lyons, L. (1997). Washback, impact, and validity: Ethical concerns. Language Testing, 14(3), 295-303.

Hamp‐Lyons, L. (1998). Ethical test preparation practice: The case of the TOEFL. TESOL Quarterly, 32(2), 329-337.

Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967.

Hatch, E. M., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. New York: Newbury House Publishers.

Hayes, B., & Read, J. (2004). IELTS test preparation in New Zealand: Preparing students for the IELTS academic module. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing (pp. 97-112). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.

Huang, B. (2018). PD in testing preparation for university ESL. InJ. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7). New York: John Wiley & Sons, Inc.

Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.

Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605-624.

Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching. Oxford: Oxford University Press.

Larson-Hall, J., & Herrington, R. (2009). Improving data analysis in second language acquisition by utilizing modern developments in applied statistics. Applied Linguistics, 31(3), 368-390.

Leff, S. S., Thomas, D. E., Shapiro, E. S., Paskewich, B., Wilson, K., Necowitz-Hoffman, B., & Jawad, A. F. (2011). Developing and validating a new classroom climate observation assessment tool. Journal of School Violence, 10(2), 165-184.

Messick, S. (1996). Validity and washback in language testing. Language Testing, 13(3), 241-256.

Mickan, P., & Motteram, J. (2009). The preparation practices of IELTS candidates: Case studies. International English Language Testing System (IELTS) Research Reports, 10, 223-243.

Moore, T., & Morton, J. (2005). Dimensions of difference: A comparison of university writing and IELTS writing. Journal of English for Academic Purposes, 4(1), 43-66.

Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32, 81-87.

Olson, D. R. (2009). The history of writing. In B. Roger, M. Debra, N. Martin, & R. Jeni (Eds.), The SAGE handbook of writing development (pp. 6-16). London: Sage.

Pallant, J. (2013). SPSS survival manual: A step-by-step guide to data analysis using SPSS. Berkshire: McGraw-Hill Education

Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119.

Pickett, L. H., & Fraser, B. J. (2002). The role of learning environment, achievement, and student and teacher attitudes in a science mentoring program for beginning elementary school teachers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Plank, S. B., & Condliffe, B. F. (2013). Pressures of the season: An examination of classroom quality and high-stakes accountability. American Educational Research Journal, 50(5), 1152-1182.

Popham, W. J. (1991). Appropriateness of teachers’ test‐preparation practices. Educational Measurement: Issues and Practice, 10(4), 12-15.

Qin, X. (2011). Is test-taker perception of assessment related to construct validity. International Journal of Testing, 11(4), 324-348.

Rapp, D. (2002). National board certified teachers in Ohio give state education policy, classroom climate, and high-stakes testing a grade of F. Phi Delta Kappan, 84(3), 215-218.

Riazi, A. M., & Razavipour, K. (2011). (In) Agency of EFL teachers under the negative backwash effect of centralized tests. International Journal of Language Studies, 5(2), 262-283.

Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.

Saville, N., & Hawkey, R. (2004). The IELTS impact study: Investigating washback on teaching materials. In L. Cheng & Y. Watanabe (Eds.), Washback in language testing: Research contexts and methods (pp. 73-96). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Shohamy, E. (2014). The power of tests: A critical perspective on the uses of language tests. New York: Routledge.

Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: Washback effect over time. Language Testing, 13, 298-317.

Sink, C. A., & Spencer, L. R. (2005). My class inventory-short form as an accountability tool for elementary school counselors to measure classroom climate. Professional School Counseling, 9(1), 37-48.

Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics. Boston, MA: Pearson

Wall, D., & Alderson, J. C. (1993). Examining washback: The Sri Lankan impact study. Language Testing, 10(1), 41-69.

Watanabe, Y. (1996). Does grammar translation come from the entrance examination? Preliminary findings from classroom-based research. Language Testing, 13(3), 318-333.

Watanabe, Y. (2004a). Methodology in washback studies. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing (pp. 41-58). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Watanabe, Y. (2004b). Teacher factors mediating washback. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 129-146). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Wright, T. (2005). Classroom management in language education. New York: Palgrave Macmillan.

Xie, Q., & Andrews, S. (2013). Do test design and uses influence test preparation? Testing a model of washback with structural equation modeling. Language Testing, 30(1), 49-70.