Özet
The use of high-stakes language exams in Türkiye has been practiced for many years. The previous literature focuses on a critical investigation of these exams. However, very little is currently known about the changes in the perceptions of students before and after taking the YDT exam. Therefore, the ultimate aim of this master's thesis is to investigate whether high school and university students’ perceptions of the YDT differ. A convenient sampling method was utilized to choose the participants of the present study and the participants were high-school students who will take the YDT exam, and first-year students who study in the Department of English Language Teaching. The data was collected through a Likert-Type questionnaire including 23 questions. For the qualitative data, focus group interviews were held with the participation of voluntary students who took the questionnaire. Quantitative analysis of the Likert-type items was done using SPSS statistics 23. An Independent sample t-test was conducted to analyze whether there is a statistical difference between high school students and first-year ELT students regarding their perceptions of the YDT exam, and the results were presented in descriptive statistics. The qualitative data was analyzed using Thematic Analysis. The results of this study indicated that there are statistically significant differences in the perceptions of two groups. While university students were more negative on their perceptions, high school students were found to be moderate. It is hoped that the results of this study will provide insights into the pros and cons of YDT exams and suggest further applications for curriculum design and exam preparation.
Künye
Ağazade, A. S., Caner, H., Hasipoğlu, H. N., & Civelek, A. H. (2014). Turkish university
entrance test and academic achievement in undergraduate programs: A
criterion-related validity study. Procedia - Social and Behavioral Sciences, 116,
4582–4590. https://doi.org/10.1016/j.sbspro.2014.01.990
Alderson, J.C., Wall, D. (1993). Does washback exist?. Applied Linguistics, 14(2),115-
129. https://doi.org/10.1093/applin/14.2.115
Alderson, J. C. (2000). Assessing Reading (Cambridge Language Assessment).
Cambridge: Cambridge University Press.
https://doi.org/10.1017/CBO9780511732935
Alderson, J. C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: a study of
washback. Language Testing, 13(3), 280-297.
https://doi.org/10.1177/026553229601300304
Alhojailan, M. I. (2012). Thematic analysis: a critical review of its process and
evaluation. West East Journal of Social Sciences, 1(1), 39-47. https://fac.ksu.sa
Altay, İ. (2007). Pragmatics of Testing. Journal of Language and Linguistic Studies, 3(2),
266-288. https://dergipark.org.tr/en/pub/jlls/issue/9926/122829
Arslan, M. (2004). Eğitim sistemimizin kapanmayan yarası-yükseköğretime geçiş,
Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(16), 37-51.
https://dergipark.org.tr/tr/pub/erusosbilder/issue/23749/253025
Atılgan, H. (2018). Türkiye’de kademeler arası geçiş: Dünü-bugünü ve bir model önerisi.
Ege Eğitim Dergisi, 19 (1), 1-18. https://doi.org/10.12984/egeefd.363268
Atkinson, D. (1987). The mother tongue in the classroom: a neglected resource?. ELT
Journal, 41(4), 241-247. https://doi.org/10.1093/elt/41.4.241
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford
University Press.
Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice: Designing and
Developing Useful Language Tests. Oxford University Press.
Bailey, K. M. (1996). Working for washback: A review of the washback concept in
language testing. Language Testing, 13(3), 257-279.
https://doi.org/10.1177/026553229601300303
Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning.
Language Awareness, 18:1, 74-89, https://doi.org/10.1080/09658410802557535
Berberoglu, G. (1996). The university entrance examinations in Turkey. Studies in
Educational Evaluation, 22(4), 363–373.
https://doi.org/10.1016/0191-491X(96)00020-X
Birjandi, P., & Sarem, S. N. (2012). Dynamic assessment (DA): An evolution of the
current trends in language testing and assessment. Theory and Practice in Language Studies, 2(4), 747. https://doi.org/10.4304/tpls.2.4.747-753
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
research in psychology, 3(2), 77-101.
https://doi.org/10.1191/1478088706qp063oa
Brown, D. (2009). Why and how textbooks should encourage extensive reading, ELT
Journal, 63(3), 238-245. https://doi.org/10.1093/elt/ccn041
Brown, H. D. (1989). A Practical Guide to Language Learning. New York: Mc. Graw-Hill.
Brown, H. D. (1994). Principles of Language Learning and Teaching. Prentice Hall
Regents. https://books.google.com.tr/books?id=qPAlAQAAIAAJ
Brown, H. D. (2000). Principles of language learning & teaching. (4th ed.). New York:
Longman.
Brown, H. D., & Abeywickrama, P. (2004). Language assessment. Principles and
Classroom Practices. White Plains, NY: Pearson Education.
Brown, H. D. & Abeywickrama P. (2019). Language assessment : principles and
classroom practices (Third). Pearson Education.
Brown J. D. (2014). Testing in language programs : A comprehensive guide to english
language assessment (New). Prentice Hall Regents.
Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL
Quarterly, 32(4), 653-675. https://doi.org/10.2307/3587999
Canli, B. (2019). The undergraduate English placement examination in Turkey: A critical
analysis.
Caner, H. A., & Bayhan, S. (2020). High-stakes examination policies and transformation
of the Turkish education system. International Journal of Educational
Development, 79, 102263. https://doi.org/10.1016/j.ijedudev.2020.102263
Charge, N., Taylor, L.B. (1997). Recent developments in IELTS, ELT Journal, 51(4),
374-380, https://doi.org/10.1093/elt/51.4.374
Cheng, L., & Curtis, A. (2004). Washback or Backwash: A Review of the Impact of
Testing on Teaching and Learning. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.),
Washback in language testing: Research contexts and methods (pp. 3–17). Lawrence Erlbaum Associates Publishers.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences, (2nd
ed.). Hillsdale, NJ: Erlbaum.
Council of Europe. (2001). Common European Framework of Reference for language
learning and teaching. Cambridge, UK: Cambridge University Press.
Council of Europe. (2011). The Manual for Language Test Development and Examining:
For Use with The CEFR.
Coombe, C. (2011). Assessing vocabulary in the language classroom.
Crossley, S. A., Skalicky, S., Dascalu, M., McNamara, D. S., & Kyle, K. (2017).
Predicting text comprehension, processing, and familiarity in adult readers: New
approaches to readability formulas. Discourse Processes, 54(5-6), 340-
359. https://doi.org/10.1080/0163853X.2017.1296264
Çeçen, A. (1977). Türkiye’de halk eğitimi. Eğitim ve Bilim, 2(10).
http://egitimvebilim.ted.org.tr/index.php/EB/issue/view/142
Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current
sociolinguistic profile. Journal of Multilingual and Multicultural Development,
19(1), 24–39. https://doi.org/10.1080/01434639808666340
Dökmen, Ü. (1992). TC Yükseköğretim kurulu öğrenci seçme ve yerleştirme merkezi:
kuruluşu, gelişmesi, çalışmaları. ÖSYM Yayınları.
Erfani, S. (2012). A comparative washback study of IELTS and TOEFL iBT on teaching
and learning activities in preparation courses in the Iranian context. English
Language Teaching, 5(8), 185-195. https://doi.org/10.5539/elt.v5n8p185
Farhady, H. (2018). History of language testing and assessment. The TESOL
encyclopedia of English language teaching, 1-7.
Feast, V. (2002). The Impact of IELTS Scores on Performance at University (Doctoral
Dissertation, Flinders University).
Gilakjani, A., & Ahmadi, A. (2011). A study of factors affecting EFL learners' English
listening comprehension and the strategies for improvement. Journal of
Language Teaching and Research, 2(5), 977-988.
https://doi.org/10.4304/jltr.2.5.977-988
Green, R. (2013). Statistical analyses for language testers. Springer.
Habib, M. (2016). Assessment of reading comprehension. Revista romaneasca pentru
educatie multidimensionala - Journal for Multidimensional Education, 8(1), 125-
147. https://doi.org/10.18662/rrem/2016.0801.08
Harris D. P. (1974). Testing english as a second language.
Hatipoglu, Ç. (2017). History of English language teacher training and English language
testing and evaluation (ELTE) education in Turkey. In Y. Bayyurt and N.S. Sifakis
(Eds.). English Language Education Policies and Practices in the Mediterranean
Countries and Beyond(pp. 227-257). Frankfurt: Peter Lang.
Ivy, L. L. (2013). Using humor in the classroom. The Education Digest, 79(2), 54.
İçbay, M. A. (2005). A SWOT Analysis on the university entrance examination in Turkey:
A case study. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1).
https://dergipark.org.tr/en/pub/mersinefd/issue/17392/181777
Kelecioğlu, H. (2002). Ortaöğretim öğrencilerinin üniversiteye giriş sınavları ve sınavın
öğrenimlerine etkisi hakkındaki görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi
Dergisi, 23 (23), https://dergipark.org.tr/tr/pub/hunefd/issue/7815/102618
Kellaghan, T., Madaus, G. F., Airasian, P. W., Kellaghan, T., Madaus, G. F., & Airasian,
P. W. (1982). The effects of standardized testing: Controversy and research. The
Effects of Standardized Testing, 1-18.
Khan, M. J., Altaf, S., & Kausar, H. (2013). Effect of perceived academic stress on
students' performance. FWU Journal of Social Sciences, 7(2).
Kılcı, E. (2003). Üniversiteye Giriş Sınav Sistemi ve Etkileri. Kuram ve Uygulamada
Eğitim Yönetimi, 33 (33), 108-131,
https://dergipark.org.tr/en/pub/kuey/issue/10364/126868
Kirkgoz, Y. (2007). English Language teaching in Turkey: Policy changes and their
implementations. RELC Journal, 38(2), 216-228.
https://doi.org/10.1177/0033688207079696
Kutlu, Ö. (2001). Ergenlerin üniversite sınavına ilişkin kaygıları. Eğitim ve Bilim, 26(121),
12-23.
Köse, M. R. (1999). Üniversiteye giriş ve liselerimiz. Hacettepe Üniversitesi Eğitim
Fakültesi Dergisi, 15(15), 51-60.
Larson-Hall, J. (2009). A Guide to Doing Statistics in Second Language Research Using
SPSS (1st ed.). Routledge. https://doi.org/10.4324/9780203875964
Larson-Hall, J. (2015). A Guide to Doing Statistics in Second Language Research Using
SPSS and R (2nd ed.). Routledge. https://doi.org/10.4324/9781315775661
Lennon, R. T. (1962). What can be measured? The Reading Teacher, 15(5), 326–337.
Madsen, H.S. (1983): Techniques in testing. New York and Oxford: Oxford University Press.
Marchant, G. (2004). What is at stake with high stakes testing? A discussion of issues
and research. Ohio Journal of Science, 104(2), 2-7.
McNamara, T. F. (2000). Language testing. Oxford University Press
MEB. (2018). İngilizce Dersi Öğretim Programı.
https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=327
Messick, S. (1996). Validity and washback in language testing. Language Testing, 13(3),
241-256. https://doi.org/10.1177/026553229601300302
Mirici, İ. H. (2014). The Common European Framework of Reference for Languages
(CEFR) and the European Language Portfolio (ELP). In S. Çelik (Eds.). Approaches and Principles in English as a Foreign Language (EFL) Education
(381-396). Ankara: Eğiten.
Mitchell, K. M. W., & Manzo, W. R. (2018). The purpose and perception of learning
objectives. Journal of Political Science Education, 14(4), 456–472.
https://doi.org/10.1080/15512169.2018.1433542
Nagai, N., Birch, G. C., Bower, J. V., & Schmidt, M. G. (2020).
CEFR-informed learning, teaching and assessment. Springer Singapore.
Özdemir, E. Ç., & Akyol, H. (2019). The development of a reading comprehension test.
Universal Journal of Educational Research, 7(2), 563-570.
https://doi.org/10.13189/ujer.2019.070229
Özgüven, E. (1972). Türkiye'de üniversiteye girişle ilgili uygulamalar. 10, 179-198.
https://doi.org/10.1501/Felsbol_0000000100
Raimes, A. (1990). The TOEFL Test of Written English: Causes for Concern. TESOL
Quarterly, 24(3), 427–442. https://doi.org/10.2307/3587228
Read, J. (2022). Test review: The International English Language Testing System
(IELTS). Language Testing, 39(4), 679-694.
https://doi.org/10.1177/02655322221086211
Riswandi, D., & Wahyudi, D.T. (2018). Can we find the Washback Effects of international
English Language testing System on IELTS learners?. Leksika, 12(1), 15-19.
https://doi.org/10.30595/lks.v12i1.2192
Sadeghi, K., Ballıdağ, A., & Mede, E. (2021). The washback effect of TOEFL iBT and a
local English Proficiency Exam on students' motivation, autonomy and language
learning strategies. Heliyon, 7(10), e08135.
https://doi.org/10.1016/j.heliyon.2021.e08135
Saglam, A. L. G., & Farhady, H. (2019). Can exams change how and what learners
learn? Investigating the Washback Effect of a university English Language
proficiency test in the Turkish context. Advances in Language and Literary
Studies, 10(1), 177-186. https://doi.org/10.7575/aiac.alls.v.10n.1p.177
Sayin, B. A., & Aslan, M. M. (2016). The negative effects of undergraduate placement
examination of English (LYS-5) on ELT students in Turkey. Participatory
Educational Research, 3(1), 30-39. https://doi.org/10.17275/per.16.02.3.1
Spolsky, B. (1978) Educational Linguistics: An Introduction. Newbury House Publishers,
Rowley, MA.
Spolsky, B. (1995). Measured words: The development of objective language testing.
Oxford: Oxford University Press.
Spolsky, B. (2003). Language Policy (Key Topics in Sociolinguistics). Cambridge:
Cambridge University Press. https://doi.org/10.1017/CBO9780511615245
Şenel, E., & Tütüniş, B. (2011). The Washback Effect of testing on students’ learning in
EFL writing classes. Dil Dergisi, 153, 43-52.
https://doi.org/10.1501/Dilder_0000000155
Takagi, A. (2010). A critical analysis of English language entrance examinations at
Japanese universities. http://hdl.handle.net/10036/117893
Taylor, L. (2005). Washback and impact, ELT Journal,
59(2),154155, https://doi.org/10.1093/eltj/cci030
Taylor, C. A., & Angelis, P. (2011). The evolution of the TOEFL. In Building a Validity Argument for the Test of English as a Foreign Language (pp. 27-54). Routledge.
Terry, G., & Hayfield, N. (2021). Essentials of thematic analysis. American Psychological
Association.
Ulum, Ö. G., & Uzun, K. (2020). Critical perspective of English teaching and learning in
Turkey. International Journal of Evaluation and Research in Education, 9(2), 456-
460. https://doi.org/10.11591/ijere.v9i2.20469
Wang, H., Choi, I., Schmidgall, J., & Bachman, L. F. (2012). Review of Pearson Test of
English Academic: Building an assessment use argument. Language
Testing, 29(4), 603-619. https://doi.org/10.1177/0265532212448619
Weigle, S. C., & Malone, M. E. (2016). Assessment of English for academic purposes.
In The Routledge handbook of English for academic purposes (pp. 608-620).
Routledge. https://doi.org/10.4324/9781315657455
Wilkins, D. A. (1972). Linguistics in language teaching (Vol. 111). London: Edward
Arnold.
Yildirim, M. (2010). A genetic algorithm for generating test from a question
bank. Computer Applications in Engineering Education, 18(2), 298-305.
https://doi.org/10.1002/cae.20260
Yildirim, O. (2010). Washback effects of a high-stakes university entrance exam: Effects
of the English section of the university entrance exam on future English
language teachers in Turkey. The Asian EFL Journal Quarterly, 12(2), 92-116.
YÖK. (2023). Yükseköğretim Kurumları Sınavı (YKS) Kılavuzu.
https://www.osym.gov.tr/TR,25351/2023-yuksekogretim-kurumlari-sinavi-yks-kilavuzu.html
Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The student's
perspective. The Journal of Educational Research, 80(6), 352-
358. https://doi.org/10.1080/00220671.1987.10885782
Zheng, Y., & De Jong, J. H. A. L. (2011). Research note: Establishing construct and
concurrent validity of Pearson Test of English Academic. Pearson Education Ltd..
