Lives Shaped by English Tests of Young Learners
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Authors
Guo, Jia
Date
2024-07-31
Type
thesis
Language
eng
Keyword
young learners , English Tests of Young Learners , Sociocultural perspective , China , large-scale tests , test uses , test consequences , parents
Alternative Title
Abstract
English proficiency tests for young learners have surged in importance, significantly influencing global English education (Butler, 2015; Cheng, 2008). Despite extensive research on test influence, the sociocultural dimensions of these tests have been overlooked (Carless & Lam, 2014). This dissertation explores the intertwined experiences of young test-takers and their parents in China from a sociocultural perspective, offering insights into the dynamic testing environment (Moss et al., 2006).
The study examines the consequences of English tests of young learners by capturing both test-takers’ and parents’ perspectives through Hofstede et al.’s (2004) Layered Structure of Culture. It addresses three research questions to understand test-takers’ experiences, parents’ perceived uses and consequences of tests, and the sociocultural impacts on both groups. Methodologically, a two-phase qualitative approach was employed. Fourteen test-takers participated, illustrating their experiences through picture drawing and follow-up interviews, while their parents were interviewed about their perceived test uses and consequences. Data was thematically analyzed from a social-constructivist approach (Creswell & Creswell, 2018).
The findings revealed five key aspects of test-takers’ testing experiences: (a) emotions behind test-taking, (b) family and community interaction, (c) efforts and supports, (d) barriers and challenges, and (e) motivation and aspiration. Parents’ perceived uses and consequences of the tests were also highlighted. Driven by sociocultural values of academic excellence and future success, parents played a crucial role in shaping their children’s testing practices and attitudes.
The study concluded that English tests for young learners had profound sociocultural consequences, influencing educational trajectories and family dynamics within the Chinese context. Using the adapted Layered Structure of Culture framework, the interplay between test-takers’ and parents’ experiences showed that societal values and parental expectations significantly shaped emotional responses and family dynamics. Parents' perceived uses of the tests extended beyond immediate academic benefits, encompassing long-term educational goals and social validation.
The findings extend beyond China, contributing to the global context where English proficiency is increasingly emphasized in diverse educational settings and policies. By integrating the experiences of test-takers and parents with broader sociocultural and familial dynamics, this study offers insights to inform and enhance educational practices and policies across diverse contexts.
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ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.