The washback effect of EPLIS on teachers’ perceptions

Paula Ribeiro e Souza

Abstract


The Aviation English Proficiency Exam for the Brazilian Airspace Control System (EPLIS) was developed in compliance with the International Civil Aviation Organization (ICAO) language policy regarding the assessment of English language proficiency for air traffic controllers and aeronautical station operators. A high-stakes test by any account, EPLIS was delivered only to in-service air traffic personnel for the first 7 years. In 2014, however, pre-service air traffic controllers started sitting EPLIS in the last semester of their two-year training program. This study aimed at investigating the washback effect of EPLIS on the English teachers’ perceptions in an Air Traffic Control Initial Training Program. Teachers responded to a questionnaire about the influence of EPLIS on different aspects of language teaching and learning. A descriptive statistical analysis was carried out and the results showed that Aviation English teaching experience and
knowledge about the exam interact with washback intensity.


Keywords


ICAO language policy; washback effect; teachers’ perceptions.

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DOI: http://dx.doi.org/10.15448/2178-3640.2017.1.26863

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