Examining the Washback Effects of TOEFL iBT on the Integrated English Skills for Academic Purposes

A growing number of language tests have been designed to assess four skills of language integratively rather than isolatedly. With the guidance of Green’s (2007) washback model on washback direction, variability, and intensity, this study adopts a two-phase embedded concurrent mixed-method design to investigate the influence of TOEFL iBT on students’ learning of integrated English skills for academic purpose. The findings will (a) inform us the nature of integrated English skills for academic purposes and further support students’ learning. A thorough understanding of the construct of integrated English skills and its washback will (b) add to the validity evidence of the interpretation and use of TOEFL iBT score for high-stake admission decisions. This study will also (c) contribute to the ongoing language difficulties international students experience in the academic contexts.

Faculty Supervisor:

Liying Cheng

Student:

Partner:

Guangdong University of Foreign Studies

Discipline:

Sociology

Sector:

Education

University:

Queen's University

Program: