The Effect of Washback on Reading Comprehension

Reading Comprehension Clinical Trial

Clinical Trial Details — Status: Terminated

Administrative data

• NCT number: NCT01642316
• Other study ID #: reading comprehension
• Status: Terminated
• Phase: Phase 2/Phase 3
• First received: July 11, 2012
• Last updated: July 23, 2012
• Start date: October 2008
• Est. completion date: October 2009

Study information

• Verified date: October 2008
• Source: Mashhad University of Medical Sciences
• Contact: n/a
• Is FDA regulated: No
• Health authority: Iran: Ethics Committee
• Study type: Interventional

Clinical Trial Summary

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.

Recruitment information / eligibility

• Status: Terminated
• Enrollment: 130
• Est. completion date: October 2009
• Est. primary completion date: October 2009
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: Both
• Age group: 18 Years to 22 Years

Eligibility

Inclusion Criteria:

• nursing students

• study at mums

Exclusion Criteria:

• other disciplines

• study at other universities

Study Design

Allocation: Randomized, Intervention Model: Parallel Assignment, Masking: Single Blind (Subject)

Related Conditions & MeSH terms

• Reading Comprehension

Intervention

Other:
• washback
students received 8 specific related formative test for that lesson. plus a pre-test and post-test, Michigan English language proficiency test
• routin intervention
students only received two tests, Michigan test of English language proficiency as pre-test and post-test.

Locations

Country	Name	City	State
n/a

Sponsors (1)

Lead Sponsor	Collaborator
Mashhad University of Medical Sciences

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	improving reading comprehension	improving reading comprehension scored by Michigan Test of English Proficiency	up to one year	No