The Washback Effects of Task-based and Non-Task-based Language Assessment on English for Academic Purposes (EAP) Students’ Reading Comprehension Ability | ||
| Future of Medical Education Journal | ||
| دوره 14، شماره 1، بهار 2024، صفحه 42-47 اصل مقاله (504.75 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22038/fmej.2024.71996.1539 | ||
| نویسندگان | ||
| Maryam Nazari؛ Abbas Bayat* ؛ Peyman Rajabi | ||
| Department of ELT, Malayer Branch, Islamic Azad University, Malayer, Iran | ||
| چکیده | ||
| Background: The present study set out to examine the washback effects of task-based (TBLA) and non-task-based language assessment (NTBLA) on nursing students’ reading comprehension ability. Method: First, 60 students studying nursing in Kermanshah University of Medical Sciences took part in the study. Second, they were homogenized in terms of English language proficiency and were later non-randomly assigned to two experimental groups each comprising 30 learners. In Group1, task-based reading assessment was provided while in Group 2, non-task-based traditional reading assessment was administered. Results: The results of the study pointed to a statistically significant difference between the washback effects of the two assessment types. In other words, the participants in TBLA group outperformed those in NTBLA group. Conclusion: Complementing EAP courses for medical students with TBLA sounds an auspicious move towards enhancing academic reading ability of medical students. The findings have certain pedagogical and research implications as well. | ||
| کلیدواژهها | ||
| English for Academic Purposes؛ Students of medicine؛ Task-based language assessment؛ Non-task-based language assessment؛ Reading ability | ||
| مراجع | ||
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