The Effect of Washback on Reading Comprehension

This study has been terminated.
Sponsor:
Information provided by (Responsible Party):
nazila zarghi, Mashhad University of Medical Sciences
ClinicalTrials.gov Identifier:
NCT01642316
First received: July 11, 2012
Last updated: July 23, 2012
Last verified: October 2008
  Purpose

Testing and teaching are completely interrelated in education process; using various kinds of tests teachers are able to anticipate about the strong and weak points of learning in students, their progress and their accomplishment. The influence a test on teaching and learning is commonly referred to as washback. Testing washback is a twisted concept that becomes even more complex under a various interpretations of the washback phenomenon on teaching and learning. This study aimed to describe washback behaviors of students, in the low stakes testing in an ESP environment in two-fold. First, the study investigated the effects of different formative tests on Iranian medical students' English reading comprehension achievement. Secondly, the study explores the effects of washback on the students' attitudes toward English reading comprehension. The pre- and post-tests and one questionnaire were used to collect the data from Iranian medical students. Data were analyzed by paired t-test, t-test, and Mann-Whitney U test.


Condition Intervention Phase
Reading Comprehension
Other: washback
Other: routin intervention
Phase 2
Phase 3

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single Blind (Subject)

Further study details as provided by Mashhad University of Medical Sciences:

Primary Outcome Measures:
  • improving reading comprehension [ Time Frame: up to one year ] [ Designated as safety issue: No ]
    improving reading comprehension scored by Michigan Test of English Proficiency


Enrollment: 130
Study Start Date: October 2008
Study Completion Date: October 2009
Primary Completion Date: October 2009 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: washback
students received 8 specific related formative test for that lesson plus a pre-test and post-test, Michigan English language proficiency test
Other: washback
students received 8 specific related formative test for that lesson. plus a pre-test and post-test, Michigan English language proficiency test
control
students only received two tests, Michigan test of English language proficiency as pre-test and post-test.
Other: routin intervention
students only received two tests, Michigan test of English language proficiency as pre-test and post-test.

  Eligibility

Ages Eligible for Study:   18 Years to 22 Years
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

  • nursing students
  • study at mums

Exclusion Criteria:

  • other disciplines
  • study at other universities
  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

No Contacts or Locations Provided
  More Information

No publications provided

Responsible Party: nazila zarghi, faculty member, Mashhad University of Medical Sciences
ClinicalTrials.gov Identifier: NCT01642316     History of Changes
Other Study ID Numbers: reading comprehension
Study First Received: July 11, 2012
Last Updated: July 23, 2012
Health Authority: Iran: Ethics Committee

Keywords provided by Mashhad University of Medical Sciences:
washback, reading comprehension

ClinicalTrials.gov processed this record on September 18, 2014