The Washback Effects of the Ministry of Science, Research and Technology (MSRT) Test on Iranian Ph.D. Candidates' English Language Learning Skills Running Title: Washback Effects of the Ministry of | ||
| The International Journal of Humanities | ||
| Article 3, Volume 31, Issue 2, 2024, Pages 33-55 PDF (902.51 K) | ||
| Document Type: Original Research | ||
| DOI: 10.48311/eijh.31.2.33 | ||
| Authors | ||
| Nafiseh Lashgari1; Samad Mirzasuzani* 2; Mohammad Javad Riasati3 | ||
| 1PhD Candidate, Department of English, Islamic Azad University, Shiraz Branch, Shiraz, Iran | ||
| 2Department of English, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. | ||
| 3Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran | ||
| Abstract | ||
| This explanatory sequential mixed-method study aimed to investigate the washback effect of a local English Proficiency Exam (the Ministry of Science, Research and Technology Test (MSRT)) on Iranian Ph.D. candidates' English language learning skills. The study also examined the changes Iranian Ph.D. candidates perceive as essential to make the MSRT module implementation more useful for English learning. To this end, a sample of 150 Ph.D. candidates with differences in gender, age, and major were invited from Islamic Azad universities of Shiraz and Marvdasht to complete a questionnaire designed in terms of MSRT washback. The participants were chosen through a combination of stratified and convenience sampling methods. Furthermore, a sample of 20 PhD candidates from the same population was selected based on purposeful sampling and participated in the semi-structured interview sessions. The results of the data analysis represented some positive and negative washback effects on MSRT. Moreover, the participants suggested some recommendations on necessary changes and alterations for the MSRT test to facilitate university English learning further. Their feedback was in line with their viewpoints on why MSRT preparation had not satisfactorily prepared them to manage university workloads. The pedagogical implications will be discussed. | ||
| Keywords | ||
| High-Stakes Tests; Language Testing; Learning skills; MSRT; Washback effect | ||
| References | ||
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