利害關係、需求與回沖效應:以台灣之大學英文畢業門檻為例

Abstract

中文摘要 本研究旨在探討英文畢業門檻之回沖效應(washback effect)、相關之「利害關係」(stakes)，以及其他可能之中介因素 (mediating factors)。此外，基於「將學生需求納入考試，有助於產生正向回沖效應 (positive washback)」的假設 (Saif, 1999, 2006)，本研究亦對學生之英語需求(needs)進行調查，以期進一步了解學生之英語需求、英文畢業門檻，以及大學英文教育三方之間的關係，是否符合產生正向回沖效應之條件。本研究並試圖以 Green (2007)的model of washback 作理論上之驗證及整合。

本研究進行之場域為台灣兩所設有相同英文畢業門檻及類似配套措施的科技大學。研究方法則採取質性與量化並用。資料之收集包括: 訪談(老師、行政主管、學生及雇主)、教室觀察、教材、全民英檢考古題，以及學生及教師之問卷調查。資料來源多元化，以利於進行各項分析及交互驗證(triangulation)。

結論發現英文畢業門檻對教師及學生之回沖效應均低，且多為負面。藉由Green的model of washback 和Saif的假設檢視研究結果後，發現相關之「利害關係」太低，以及門檻不符學生對英語之實際需求實為主因。除此之外，儘管台灣社會對於實施英文畢業門檻已具相當程度之共識，但各方關係人(stakeholder) 對此政策仍有不盡相同的意見及看法。

根據上述發現，本研究提出具體之建議: 大學英文畢業門檻不同於一般之入學考試，應著重於學生之多樣性及未來畢業後之考量。因此統一之考試標準，如通過全民英檢某級數，恐不符合目前實際狀況，學生應該給予更大之彈性以通過畢業門檻(如採用分級制，不同程度者有不同之進步要求)。而教師們在配合學生需求上則需要花費更大之心力，將學生需求透過測驗及教學之改進，以達到最佳之回沖效應(strong and positive washback)。

Abstract This present study investigated the washback effects of the English exit exam, the stakes of the graduation benchmark policy and possible mediating factors at two technological universities in Taiwan, which had similar English benchmark policies for graduation. Students’ English language needs were also investigated for their relationship with the graduation benchmark requirement and the EFL higher education based on the assumption that positive washback is likely to be generated if students’ language needs are taken into consideration.

Both qualitative and quantitative approaches were employed for the present study. Qualitatively, classroom observations and interviews with different stakeholders were conducted and the teaching materials and GEPT test samples were collected for all the related issues. Quantitatively, the Teachers’ Questionnaire (TQ) and Students’ Questionnaire 1 (SQ1) were conducted to explore issues on washback and stakes. Students’ Questionnaire 2 (SQ2) was used to collect information on students’ language needs. Data from different sources were analyzed and triangulated throughout the research project to ensure validity of the results and avoid possible biases.

The results show that the washback on teaching was limited to only a “superficial” level, such as teaching test-taking strategies, delivering test information, using GEPT mock tests and so on. The washback on learning was also very little and mostly negative, because the benchmark was too high for a majority of students, while it was of little help to a few high-achieving students in terms of their eagerness to learn English. The perceived stakes of the English exit exam and its make-up measures were generally low among teachers and students. Although most teachers and low-achieving students worried about the graduation benchmark, they tended not to believe the possible consequences to suffer. The low stakes of the graduation benchmark policy were associated with its limited washback on teaching and learning. The investigation into students’ actual English language needs in the future job market, the EFL higher education and the graduation benchmark requirement show that the three areas did not match well with each other, reducing the possible positive washback that the English exit exam could generate on teachers and students. Also, no effective mediating factors were found to affect the washback effects except that teachers with more administrative experience tended to perceive more pressure from the school administration, and students with low English proficiency worried more about the English exit exam.

The findings of the present study were reviewed through Green’s (2007) model of washback and were fully explained, confirming the important roles of test stakes, test difficulty and language needs as reflected in the test design whenever washback is to be taken into consideration. It is also suggested that the English benchmark for graduation should no longer be one fixed line which appears to be high for low-achieving students but low for high-achieving ones. Accordingly, renovated curriculum and tests that aim at students’ language needs and their progress in relation to their entry level might be able to push the currently weak and negative washback towards a healthier dimension.