The impact of a test on teaching and learning is commonly referred to as the washback effect. This study investigated the nature and scope of the washback effect from the Intermediate English examination on teachers and students of a public sector college in Pakistan. The research relied on qualitative approach utilizing interviews to collect data from six teachers and six students. The data was analysed using open-coding. The results revealed that there seems to be a strong negative washback from the examinations on teaching methodology, content and learning. The pedagogical implications of the current study in the form of recommendations related to English language assessment procedures include the employment of formative assessment, the use of authentic tasks and focus on all four language skills.

This study investigated how textbooks influence learning experiences and aims to highlight the pedagogical implications of the incorporation of materials as the backbone of language-teaching programme. It analysed and evaluated a prescribed textbook ("Prose and Heroes"-a Compulsory English course book for intermediate classes in Pakistan), and explored the degree it benefited and challenged both the learners and the teachers. The research project utilized both the teacher's and the learner's perspectives and was based on Dubin and Olshtain (1986) textbook evaluation model. The main purpose of this study was to arrive at conclusions that would contribute to the improvement of the English language programmes in Pakistani colleges. The results of this study show that the relevant textbook does not cater to the needs of the learners. The data also implied that more attention needs to be given to the English language textbooks being utilized in language programmes.