Skip navigation
Please use this identifier to cite or link to this item: http://192.168.1.231:8080/dulieusoDIGITAL_123456789/5630
Full metadata record
DC FieldValueLanguage
dc.contributor.authorYi-Ching Pan-
dc.date.accessioned2020-06-25T12:18:38Z-
dc.date.available2020-06-25T12:18:38Z-
dc.date.issued2020-
dc.identifier.urihttp://192.168.1.231:8080/dulieusoDIGITAL_123456789/5630-
dc.description.abstractThe way in which examinations influence teaching and learning is commonly described as “washback” or “backwash”. A number of definitions have been proposed for the term “washback” throughout the published research and literature on language testing. This study starts with a focus on the various definitions of backwash or washback. Next, it examines the similar concept termsdefined by other researchers. By reviewing the variety of definitions, the researcher’s own view of washback will be reached. Comes after that are the explorations of different types of washback. The studies ends with drawing pedagogical implications for EFL teachers.en_US
dc.publisherĐại học Quốc gia Hà Nộien_US
dc.titleA review of washback and its pedagogical implicationsen_US
Appears in Collections:Các chuyên ngành khác

Files in This Item:
File Description SizeFormat 
2441-1-4602-1-10-20161118.pdf217.29 kBAdobe PDFView/Open
Show simple item record


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.