In countries like Greece where the L2 learning starts from an early age , formally from the first years of Primary School and in most cases concurrently with private lessons of English after school, the L2 exams appear at a student’s young age usually upsetting the course of “regularity” around English learning and teaching as well as stirring debate and concerns about standardized testing . This issue is troublesome for educators, and I will not delve into it as it has already been discussed a lot. However, I would like to share some ideas of how to moderate our teaching in periods of exams so that we are not missing on our enjoyment of the teaching – learning process.
The Challenges :
- The Exam “machine” via the Examination bodies offer exams for all levels according to CEFR categorization at least twice a year. Exams that are labelled easy, medium, difficult and very difficult for students . Exams that test all language skills that is reading and listening comprehension, written and oral production and others that test only some of these. Some kind of confusion and misinformation occurs on the students’ and their families part when it comes to which exam they should apply for. The easy one, the high respected one, the one that the majority chooses or the one that is more affordable?
- When the EFL learner turns into an exam candidate .. we have all experienced the emotional and behavioral transition that emerge in the exam preparation class and I am sure we all agree it’s astonishing to see the eager and collaborative student to turn into a reluctant and hesitant exam candidate who is either stressed or fed up with the whole procedure of revising and practicing the specific exam items that are going to be tested.
- The washback effect needs constant research: how does teaching and assessing influence the teaching and learning procedure ? What’s the impact of testing in the way we plan our lessons , the way we think of education and the way validity is applied on these exams? Do these exams correspond to the needs of globalization as well as to the individual needs of the students? For instance, a student who passes C2 level exams today can use the certificate in the job hunting in 10 years later and still be valid as well as he be the same proficient and fluent as he is today ?
- The English language Assessment in relation to the English language Proficiency is often questioned . If a student passes a C2 exam does it mean he/she is a proficient user of English according to the CEFR criteria for this level ? On the other hand, if a student aged 14 as it is in Greece, fails a C2 exam does it necessarily mean that this student is not able to use the language as the CEFR criteria determine for this level ? Does the exam really assess someone’s language performance or it’s actually a waste of time and money ?
Turn the challenges into opportunities :
- Keep a positive attitude to exams . Let’s agree that the examination and the assessment is inevitable in the language learning because we need to know the strengths and weaknesses of our teaching methods and performance. It is a chance to revise, to extend our knowledge, even to experience new emotional and cognitive functions.
- We as teachers first of all should familiarize ourselves with the different exams. How long they take, which skills they test, how marks are scored.
- Present the exact format and the requisites of all or some exams to the students. Nowadays, all examination bodies provide free sample exam type tests accompanied with information and advice for teachers, students and parents.
- Listen to the students when they express over- enthusiasm or hesitation at this stage. From the first lesson of the exam course get to know what they think of the exams and themselves so that you can handle the tantrums in the process.
- Praise, motivate, support every single effort students do. Don’t forget that they are the same students you were singing songs and making craftwork with last year ! Ask for feedback so that you can moderate the lesson to suit their needs and interests.
- Play regularly a song in the form of gap filling or a short video on a subject you can discuss later. Karaoke is a good way to help students express themselves and let steam off. That is practice the skills for exams based on their individualities in an enjoyable way.
- Students can keep an every day journal of things that bother or interest them.
- Practice mock tests, practice time management and ways of handling their emotions. Exam anxiety is unavoidable but when students practice , they learn how to handle it.
It is a challenge indeed for us to try to look on the bright side of testing . Surely if we can’t transit away from the exam-oriented teaching at least we can still try to keep closer to our core of teaching that is to share common goals with students, interact and enjoy the process of learning and reaping the rewards of it !
