Washback Effects of International School Entrance Exams on Young Korean Learners: A Parental Perspective
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This study investigates the washback effects of international school entrance exams on young Korean English Language Learners (ELLs) in Jeju, South Korea, through their parents' perspectives. Entrance exams for prestigious international schools in Jeju Global Education City significantly influence parental decisions regarding their children's education. Using a mixed-methods approach, data were collected from 23 parents through surveys and semi-structured interviews to explore how these exams influence parental choices related to educational resources, time management, and long-term academic goals, as well as their concerns and attitudes throughout the exam process. The findings reveal that while many parents adopted strategic, moderate preparation methods to minimize stress, others heavily invested in private tutoring and specialized resources, highlighting a socioeconomic divide in access to preparation tools. Emotional and psychological well-being emerged as a primary concern for parents, particularly during early preparation stages. Post-exam reflections showed high satisfaction with outcomes but also raised questions about the fairness and developmental appropriateness of the exams. This study offers insights for educators, policymakers, and school administrators to create more inclusive, child-centered assessment practices.
Abstract
This study investigates the washback effects of international school entrance exams on young Korean English Language Learners (ELLs) in Jeju, South Korea, through their parents' perspectives. Entrance exams for prestigious international schools in Jeju Global Education City significantly influence parental decisions regarding their children's education. Using a mixed-methods approach, data were collected from 23 parents through surveys and semi-structured interviews to explore how these exams influence parental choices related to educational resources, time management, and long-term academic goals, as well as their concerns and attitudes throughout the exam process. The findings reveal that while many parents adopted strategic, moderate preparation methods to minimize stress, others heavily invested in private tutoring and specialized resources, highlighting a socioeconomic divide in access to preparation tools. Emotional and psychological well-being emerged as a primary concern for parents, particularly during early preparation stages. Post-exam reflections showed high satisfaction with outcomes but also raised questions about the fairness and developmental appropriateness of the exams. This study offers insights for educators, policymakers, and school administrators to create more inclusive, child-centered assessment practices.