The washback effect of EPLIS on teachers’ perceptions

Authors

  • Paula Ribeiro e Souza Universidade de Campinas

DOI:

https://doi.org/10.15448/2178-3640.2017.1.26863

Keywords:

ICAO language policy, washback effect, teachers’ perceptions.

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.

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Author Biography

Paula Ribeiro e Souza, Universidade de Campinas

Possui Graduação em Letras - Licenciatura Inglês pela Universidade Federal de Minas Gerais (2005) e mestrado em Linguística Aplicada pela Universidade Federal de Minas Gerais (2008). É aluna de Doutorado em Linguística Aplicada na Universidade Estadual de Campinas. Tem experiência na área de ensino de inglês para fins específicos, desenvolvimento de material didático, formação de professores e avaliação de proficiência. É servidora do ICEA desde 2009 e atua principalmente nos seguintes temas: ensino de inglês aeronáutico, exames de desempenho de alta relevância, validade e efeito retroativo. 

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Published

2017-08-14

How to Cite

Souza, P. R. e. (2017). The washback effect of EPLIS on teachers’ perceptions. BELT - Brazilian English Language Teaching Journal, 8(1), 24–39. https://doi.org/10.15448/2178-3640.2017.1.26863

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