AN INVESTIGATION INTO WASHBACK EFECTS OF THE END-TERM LISTENING TEST FOR FIRST YEAR NON-ENGLISH MAJOR STUDENTS IN MAINSTREAM CLASSES OF ACADEMY OF POLICY AND DEVELOPMENT, HANOI ON TEACHER’S TEACHING METHOD

Abstract

Testing English listening comprehension probably causes many considerable effects on teaching. However, how exactly testing influences teaching and teaching influences testing is not the same in different contexts. When the test’ effects are positive, it can promote teaching process actively whereas it can interfere seriously with the curriculum completing. The paper was primarily conducted to seek for the existing washback effects of an end-term listening test for non- English major first year students in mainstream classes on teachers’ teaching methods at Academy of Policy and Development where the listening skill is set the leading role and is spent more class time than other skills of English course; then evaluates if those effects are positive or negative. To gain the objectives of the study, the researcher employs observation, questionnaire and interview method to collect data and uses content together with statistical analysis method to decode gathered information. Basing on teachers’ perspective, the researcher highlights the effects of an end-term listening test on teaching methods and evaluates them. The thesis then offers some suggestions allowing further studies to fill in its gaps.