Negative Affective Filter or Positive Washback Effect: A Study on English Proficiency Testing for Students at Universities of Technology in Taiwan

負面情感濾器亦或正向回沖效應：台灣科技大學生之英語能力檢定測驗之研究

盧瑞香(Jui-Hsiang Lu) ； 趙國運(Gwo-Yunn Jaw) ； 鄭方山(Fan-Shan Cheng)

《萬能商學學報》 14期 (2009/07) Pp. 1-10

https://doi.org/10.29678/VCJ.200907.0001

摘要

近年因應學習、教學與考試理論之改變，教學與評量領域亦遭到大幅改革。在台灣，教學的年代已轉變為考試的年代。政府與大眾要求各大專院校對於該校學生之英語能力需提出有效證明，使得各式英語檢測考試就變得異常重要。本研究旨在檢驗與討論Krashen的情感濾器假設與回沖效應理論，以找出一平衡有效之方法以提升學生學習成效。

關鍵字

英語能力測驗 ； 情感濾器假設 ； 回沖效應 ； 學生學習成果

並列摘要

In recent years, many areas of instruction and evaluation have undergone reforms in response to changing theories of learning, teaching and testing. One such reform is that the era of teaching has changed into an era of testing in Taiwan. These days it is not enough to say our students have college-level proficiency in English reading, listening, speaking, and writing. With accountability required from the government as well as the public, colleges and universities will be asked to provide evidence of English proficiency and progress like never before. The need for measurable results to prove student-learning outcome turns out to be the importance of English proficiency testing, which is designed to assess students' general English ability outcomes to guarantee students' English ability for future employment and improve the quality of instruction and learning (the so-called washback effect). This study aims to examine and discuss Krashen's (1982) The Affective-Filter Hypothesis and the theories of Washback Effect to find a balanced way to promote students' learning outcome. The researchers strongly suggest except English proficiency tests there be a better way to demonstrate technology college students' learning outcomes, by overcoming students' affective filter in learning, designing reliable, valid, and helpful testing, and employing a positive washback effect of English proficiency testing in teaching.

並列關鍵字

English Proficiency Testing ； The Affective-Filter Hypothesis ； Washback Effect ； student-learning outcome