TASKS

Essay WritingFormal Letter WritingInformal Letter WritingStoryArticleReportReviewEmailBlog EntryMediation

Sharing Personal ExperienceProblem SolvingComparing & ContrastingDescriptionAsking QuestionsRole PlayDiscussionPresentationCollaborationMediation

Book / FictionDialogueMonologue (e.g lectures, news, talksInternet Based InformationArticlesReportsAdvertisementsCorrespondenceMessagesInformation Materials (e.g. leaflets, brochures) Interacting Texts (e.g. conver-sations, interviews, quizzes)

WRITING

SPEAKING

READING-LISTENING

Pedagogical Tasks

Exam Related Tasks

Explain Mock ExamsTimed Practice Test Writing

Stategies for Timed Examination Conditions

Have Students Score Classroom WorkReview Answers to Test Questions

Teacher’s Time Allocation to Tasks (4 Skills)

Explain Format and Content of Exam ModulesPractice the Test Situation

Scoring

This study is an investigation into the washback effect (Alderson & wall, 1993) of multi-exam classes on teaching practices in Greece. Washback is acknowl-edged as a part of validity (Messick, 1996) of language testing and assessment. However, even though research has been undertaken on the influence of lan-guage exams on teaching and learning in countries around the world (Green 2006; Mickan & Motteram, 2008) only limited research has been undertaken in the Greek context (Tsagari, 2009).

In Greece students have a great number of language examinations to choose from so they often participate in more than one exam in the same exam period. The term ‘multi-exam’ class best describes the variety of exams which are taught in the same exam preparation classes in Greece presenting an interesting pedagogical ecology. This study aims to investigate the nature and type of the methodology teachers use in multi-exam classes and the extent to which their approaches are influenced by the nature and requirements of this kind of preparation classes.

The theoretical underpinnings and research design of the study are presented, by drawing a distinction made between ‘methods’, ‘activities’ and ‘tasks’ when studying teachers’ methodology in washback studies. Finally, the overall research methods that will be used are displayed.

Abstract

15 English language examinations that are administered in Greece for B2 level (Council of Europe, 2001): • Recognized by the Greek Government • Approved by ASEP (Civil Service Staffing Council) • Qualifications used for admission or promotion in private & public sectors

The Classes in privately-owned institutions (frontistiria) prepare students:• For any of the above exams• Most often students enroll at two of the EFL certificates of the 15 available in the expectation that if they do not succeed in the one they can always get the qualification from the second one • Such classes are described as ‘multi-exam’ classes, a new term which is intro duced for the better understanding of this study Multi-exam classes:

• In Greece students have a great number of language examinations to choose from• They often participate in more than one exam in the same exam period • The term ‘multi-exam’ class best describes the variety of exams which are taught in the same exam preparation classes in Greece• Teachers in exam preparation classes are obliged to teach and prepare students for two or even three or four exams in the same class • Multi-exam classes present an interesting pedagogical ecology

Students have the opportunity to prepare themselves for these exams in privately-owned institutions (frontistiria) teaching:• School subjects • Foreign languages aiming mainly at exams • Courses in various languages like English, French, German, Italian, Spanish• Provide courses for all age groups and levels • Prepare students for a variety of EFL high-stakes exams

Aspects of Classroom Methods

Interaction Patterns

Use of first or/and Target Language

Feedback and Error Correction

Skill

sTeacher Questions

Classroom Discipline and other behaviors

Teac

her T

alk

Instructions-Explanations-Suggestions

Aspects of Classroom Methods

Amount & Time

Greek / English

Question Types

Nature & Function ofAssessment& Correction

LaughterStressAnxiety

Patterns used

ReadingSpeakingListeningWriting

Explanations

Multiple - choice QuestionsSentence Completion / Gap fill SentenceMultiple Matching Questions

Gapped TextAnswer Questions

Dictation

Multiple - choice ClozeOpen ClozeWord FormationKey Word TransformationTrue / FalseMatchingOrdering

ACTIVITIES

PlanningSentence FormationPractice Parts of Language (e.g. linkers)

Answer QuestionsMemorize

Write Paragraphs

LISTENINGREADINGGRAMMARVOCABULARY

WRITING SPEAKING

Focus on:

Teaching Practices in exam preparation classes

Activities

Methods

Tasks

1. To what extent does the multi-exam context influence the methodology teachers use in their multi-exam classes? 2. What is the nature and the scope of the influence?3. What are the methods used in multi-exam preparation classes?4. What are the activities used in multi-exam preparation classes?5. What are the tasks used in multi-exam preparation classes?6. How do teachers decide on the methodology they use in multi-exam classes?7. How do teachers handle the potential influence of a high stake’s exam in their classroom practice?

Methodology Used to Tackle these Research Questions

Research Questions:

12. Test of English of International Com-munication TOEIC),score: 505-780

14. Kratiko Pistopii-tiko Glossomathias (KPG) B2 Level

15. Michigan State University (MSU-CELC): CEF B2

3. International English Language Testing System score: 4,5–5,5/9, University of Cam-bridge

5. Pearson Test of English (PTE General), Level 3

2. Business Language Testing Service (BULATS) score: 60–74/100

4. English Certificate of Com-petency in English, (ECCE), University of Michigan

1. First Certificate in English (FCE), University of Cambridge

11. Business English Certificate-Vantage (BEC VAN-TAGE)

13. Educational Development International (EDI) Level 1 JETSET Level 5

9. English Speaking Board (ESB) Level 1, Certificate in ESOL International

10. Test Of Interactive English, (TIE), B2 Level

6. Certificate in Integrated Skills in English (ISE II), Trinity Col-lege London

7. City & Guilds, Level 1 Communicator Level Certificate, Certificate

8. Open College of North Wests (OCNW) Certificate in ESOL International Level 1

Irini Papakammenou

Department of English Studies, University of Cyprus, Cyprus

Email: renikapap@yahoo.com

University of Cyprus

A Study of the Teaching Practices Used in EFL Multi-exam Preparation Classes

Irini PapakammenouIrini Papakammenou