Abstract
Standardized tests have an impact—called washback effect—on teaching practices, learner behaviors, and the design of the curriculum (Tsagari & Cheng, 2018). (e.g., Cheng, 2005; Green, 2007; Wall & Alderson, 1993). Scholars (e.g., Messick, 1996; Shohamy et al., 1996) used this construct to interrogate test validity and fairness. Despite the emerging literature on tests’ impact on learner behaviors (Alderson & Hamp-Lyons, 1996; Xie & Andrews 2013), studies on assessment and learner mindset are missing. This longitudinal case study—a narrative inquiry (Clandinin & Connelly, 2000)—examines the evolving mindset of Lila (pseudonym), an adult EFL learner, and draws on three semi-structured interviews (2020-2022) and observation of her test preparation (2017-2022). I describe her investment (Norton, 2013) in learning English while preparing for YÖKDİL, a Turkey-based standardized test. My research questions are: What impact did language assessment have on Lila’s learner mindset? How did her evolving mindset and investment in EFL learning manifest itself in her test preparation? I use TEMI (2022) for transcription and Dedoose (2022) for coding, and a grounded theory approach (Charmaz, 2014) for analysis. The preliminary analysis indicates that the test majorly influenced her attitude towards English. She evaluated her linguistic development through her test scores. The growth mindset that she developed through various EU-funded projects was gradually replaced by a fixed mindset (Dweck & Yeager, 2019). She focused on her abilities (i.e., innatism orientation) rather than her efforts: “Perhaps I am not crafted for that! I studied a quantitative major at college anyway.”
Presenters
Huseyin UysalVisiting Assistant Professor, Department of Educational Studies, Knox College, Illinois, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
EFL learning; Investment, Learner identity, Longitudinal study, Standardized test
