Washback in Language Testing

Abstract

The term Washback or Backwash has come to the prominence in the literature of English language teaching due to the contributions of Applied Linguistics in the field of ELT. It denotes to the influence which brims from the ongoing testing process on teaching and learning concerns. This term nowadays plays a critical role inside and outside the educational institutions in terms of positive or negative outcomes. Hence, the mismatch among the context, format, examination, and the instructional management would lead into derailing to achieve curriculum objectives, effectively. Such scenario will daunt English language learners to further their communicative competence to learn and affect on the stakeholders perspectives, forwardly. It is worth of note that, researchers in the field of ELT like Wall (1997) made a clear distinction between the microwashback (the effects on learners and teachers inside the school) and the macro-washback (the impacts on individuals, practices, and policy makers). Consequently, this term has the capacity to create a positive or negative condition which in turn can enhance or obstacle language learning process or stakeholder's strategic attitudes.

Washback to Language Teachers: a Review of Models and Empirical Research in and Beyond Vietnam

“…His definition is interested in teachers and policy makers rather than learners through the words of "pedagogy" and "policy". Another interesting point of view on washback was Pearson's (1988, p. 7), cited in Cheng et al (2004): "Public examinations influence the attitudes, behaviours, and motivation of teachers, learners, and parents, and because the examinations often come at the end of a course, this influence is seen as working in a backward direction, hence the term, washback." Pearson' (1988) point of view comprises both the cognitive features like attitudes and motivation and the practice or behaviour.…”

“…However, little effort has been made to define in teachers' perceptions in relevance to washback effects. In empirical research on teachers' perceptions, the words of "perceptions" and "beliefs" are used interchangeably (Wang, 2010;Onaiba, 2013;Mahmoudi, 2013;Antineskul & Sheveleva, 2015;Cheng, 1999;Hsu, 2009;Liauh, 2011;Salehi et al, 2012;Cheng, 2004) without much effort in defining perceptions but beliefs.…”

How Chinese and American Students Construct Explanations of Carbon-Transforming Processes

“…Additionally, the exam-oriented education system in China emphasizes high-stakes testing, and the aim of learning mainly focuses on passing examinations. In China, students face numerous examinations as soon as they start their schooling (Qi, 2004). Examinations play a pivotal role in student success.…”

Az ECL nyelvvizsga vizsgázókra gyakorolt hatása

“…Watanabe (2004b) arra is kitér, hogy öt különböző tényező van befolyással a teszthatásra: a tesztfaktorok (pl. az alkalmazott mérési módszer, a tartalom, a mért készségek), a presztízsfaktor, a személyes tényezők (tanári attitűdök), a mikrokörnyezeti tényezők (iskola minősége) és a makrokörnyezeti tényezők (társadalmi kontextus).…”

“…Shohamy (1993) megállapította, hogy a különböző diákok eltérő módon viszonyulnak ugyanahhoz a vizsgához, ezt állapította meg Ferman (2004) is az EFL szóbeli vizsga hatását tanulmányozva. Az átlagos képes-ségű diákok sokkal erősebb szorongást éltek át és erősebben hatott rájuk az esetleges kudarc félelme.…”