A Study on the Washback Effect of Classroom Teaching Demonstrations on the Development of Oral English Proficiency among English Majors

Benzhi Shao

doi:10.47297/wsprolaadWSP2634-786530.20250603

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A Study on the Washback Effect of Classroom Teaching Demonstrations on the Development of Oral English Proficiency among English Majors

6卷第3期

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A Study on the Washback Effect of Classroom Teaching Demonstrations on the Development of Oral English Proficiency among English Majors
A Study on the Washback Effect of Classroom Teaching Demonstrations on the Development of Oral English Proficiency among English Majors
School of English Studies, Dalian University of Foreign Languages, Dalian, Liaoning, 116044, China
2025年6卷第3期页码：141-145
纸质出版日期：2025-06-24
DOI：10.47297/wsprolaadWSP2634-786530.20250603
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(2025). A Study on the Washback Effect of Classroom Teaching Demonstrations on the Development of Oral English Proficiency among English Majors. 文艺发展研究（英文版）, 6(3), 141-145.

Shao Benzhi.A Study on the Washback Effect of Classroom Teaching Demonstrations on the Development of Oral English Proficiency among English Majors[J].Research on Literary and Art Development,2025,06(03):141-145.
(2025). A Study on the Washback Effect of Classroom Teaching Demonstrations on the Development of Oral English Proficiency among English Majors. 文艺发展研究（英文版）, 6(3), 141-145. DOI： 10.47297/wsprolaadWSP2634-786530.20250603.

Shao Benzhi.A Study on the Washback Effect of Classroom Teaching Demonstrations on the Development of Oral English Proficiency among English Majors[J].Research on Literary and Art Development,2025,06(03):141-145. DOI： 10.47297/wsprolaadWSP2634-786530.20250603.

摘要

Abstract

The washback effect of language testing constitutes a significant topic in foreign language teaching research

with its bidirectional impact on teaching and learning attracting considerable attention. This study examines the washback effect and underlying mechanisms of performance-based assessment tasks on the development of oral English proficiency

focusing on the "classroom teaching demonstration" task in a "Classroom Management" course for third-year English majors at a university in Northeast China. Utilizing a mixed-methods approach combining questionnaires and semi-structured interviews

the findings reveal that the classroom teaching demonstration task significantly enhanced students' confidence in English expression

accuracy of pronunciation and intonation

content organization skills

and interactive abilities. Moreover

the task prompted students to actively adjust their learning strategies

including reflecting on weaknesses

engaging in deliberate practice

and emulating proficient demonstrators. The results demonstrate that performance-based classroom assessment tasks serve as an effective means to improve students' oral English proficiency

offering both theoretical and practical implications.

关键词

Keywords

references

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