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Relevant bibliographies by topics / Washback effect

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Academic literature on the topic 'Washback effect'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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Journal articles on the topic "Washback effect"

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Lodhi, Muhammad Arfan, Irum Robab, Sumera Mukhtar, Hifza Farman, and Sana Farrukh. "Impact of Washback on ESL Students’ Performance at Secondary Level." International Journal of English Linguistics 8, no. 6 (2018): 227. http://dx.doi.org/10.5539/ijel.v8n6p227.

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This descriptive study explores the impact of washback on ESL students’ performance at secondary level. In this study, the term “washback” refers to the test effect on content of curriculum, learning English, teaching and the activities conducted in classroom. The factors other than the test itself may affect positive washback; lack of positive washback does not make test invalid whereas the negative washback effect occurs when there is lack of construct validity of test. Test design and validity plays vital role in achieving positive washback (Messick, 1996). The study aims to investigate the

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Kepirianto, Catur, Siti Mariam, and Mualimin Mualimin. "WASHBACK EFFECTS OF ONLINE ASSESSING STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT." Prosiding Konferensi Linguistik Tahunan Atma Jaya (KOLITA) 22, Prosiding KOLITA 22 (2024): 52–61. http://dx.doi.org/10.25170/kolita.22.5962.

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The Covid-19 pandemic has altered the educational landscape. This is due to the fact that traditional classroom learning has been replaced with online learning. Even if the learning and assessment take place at home, teachers must be able to offer an effective learning process and assessment. The impact of testing on teaching and learning is known as washback. Teachers appear to play a significant part in developing different types of washback by examining the probable positive and negative washback that tests may cause at the micro and macro levels. In other words, the teachers' beliefs play

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Rathnayake, W. M. P. Y. B. "From Tests to Teaching: Exploring the Washback Effect in Language Pedagogy." Journal of Desk Research Review and Analysis 2, no. 2 (2025): 145–58. https://doi.org/10.4038/jdrra.v2i2.47.

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The washback effect and the influence of assessments on teaching and learning play a crucial role in shaping instructional practices and nurturing learner experiences. This study explores the evolution of washback over the past four decades, revealing its transition from negative connotations associated with high-stakes testing to a more nuanced understanding of positive and negative pedagogical effects. Narrated along the evolution, conceptualisations, and future directions of the washback effect as applicable in language pedagogy, it emphasises the impact of washback on educational practices

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Safitri, Ida Dwi. "The Washback Effect of Cat on Students’ Learning in EFL Classroom." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (2018): 252–62. http://dx.doi.org/10.34050/els-jish.v1i3.4964.

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This study explores how the students learn after CAT (computer-assisted test) is applied in teaching and learning English. CAT employs computer applications for evaluating test takers’ performance in learning English. The main concern of this study is to investigate the washback effect of CAT on students’ learning in EFL classroom in Indonesia. Washback itself is defined as the influence of the tests or assessments in teaching and learning. It means that washback effect indicates the critical role of the tests or assessments on students, teachers and societies. In a qualitative design, the fin

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Suryanto, Jati, Maryam Sorohiti, Isdiarto Isdiarto, Bivy Callista Putri Alya, and Affra Zahra. "The Students' and the Teachers' Perception of the Washback Effect of the English Progress Test." Research and Innovation in Social Science Education Journal (RISSEJ) 1, no. 2 (2023): 55–62. http://dx.doi.org/10.30595/rissej.v1i2.126.

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Tests can directly impact educational processes in various ways. It means that the test may influence the students and the teachers. This influence is called washback or backwash. Washback or backwash is generally known as the effect of testing on teaching and learning (Djuric, 2008). The local government usually prepares formative and summative tests in the school while the teachers design the progress test. This research investigates the washback effect of the English progress test on the students and teachers in one reputable senior high school in Yogyakarta. This research used a qualitativ

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Arthur, Francis, and Peter Anti Partey. "Proposed Model for Washback Effect of High-stakes Test in Ghanaian Senior High Schools." Asian Journal of Education and Social Studies 48, no. 4 (2023): 90–104. http://dx.doi.org/10.9734/ajess/2023/v48i41088.

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This study proposed a model for the washback effect of a high-stakes test in Ghanaian Senior High Schools. The proposed model focused on the micro washback effect of a high-stakes test, as the washback effect is multidimensional. The study reviewed Hughes', Bailey's, and Nguyen's washback effect models of a high-stakes test. The assumption that underpinned the proposed model was that the washback effect of a high-stakes test is inevitable, and it will affect teachers’ classroom instructional practices, implementation of the syllabus, and students’ learning practices. It was concluded that in t

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Wen, Xin, and Jiraporn Chano. "A Critical Review on Washback Effect in Education and Its Influence on Curriculum Design." Forum for Linguistic Studies 7, no. 1 (2024): 287–97. https://doi.org/10.30564/fls.v7i1.7893.

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Testing and examination have an impact on teaching and learning pedagogy. The scholar used the term washback to explain the effect of testing on curriculum development. This review examines the concept of washback, influence that tests and examinations have on teaching, learning, and curriculum design. Washback can manifest in both positive and negative forms, impacting educational practices at both micro and macro levels. Positive washback encourages curriculum alignment and instructional improvements, fostering a more effective learning environment. However, negative washback can narrow the

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Oufela, Youssef, Abdallah Ghaicha, and Hassan EL GARRAS. "Examining Teacher-Related Factors in Washback: A Study of Moroccan EFL High-Stakes Examination." Journal of English Language Teaching and Applied Linguistics 7, no. 3 (2025): 48–57. https://doi.org/10.32996/jeltal.2025.7.3.6.

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The current study aimed to investigate the nature of the relationship between the washback effect produced by a national high-stakes examination, currently implemented in the Moroccan EFL context, and three teacher-related factors, namely: gender, academic qualification, and teaching experience. The study adopted a quantitative approach. The data were gathered through a close-ended questionnaire completed by 316 high school teachers. The collected data were analyzed using inferential statistics with SPSS software (version 26). The results of the study revealed that gender and academic qualific

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Hughes, Lee. "WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (2021): 1–9. http://dx.doi.org/10.30743/ll.v5i1.3238.

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This study investigated awareness among native-English instructors teaching English to first year freshman students studying English at a university in Japan, and the potential effects of their chosen methods of oral evaluation on washback. Washback effect refers to the impact of testing – whether positive or negative - on teaching practices, curriculum design, and learning behaviors. Oral washback, in particular, in evaluation has seen increased importance in recent years, with more consideration given to how to provide positive oral washback in evaluations to ensure that they are as effectiv

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Zhao, Mengyan. "The Washback Effect of HSK on Students’ Learning and Teachers’ Teaching: Implications for Chinese Language Education." International Journal of Education and Humanities 18, no. 3 (2025): 88–94. https://doi.org/10.54097/d69g5974.

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This study uses the literature review method to explore the washback effect of HSK (Hanyu Shuiping Kaoshi) on students’ learning and teachers’ teaching. It is found that HSK has washback effect on both learning and teaching, and the positive effect on both is greater than the negative ones. In general, the washback effect on learning is more significant than that on teaching, and the motivation for taking the test, the perception of HSK, the difficulty of the test and the regulations of colleges and universities are the main factors that affect the intensity of the washback effect. Based on th

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Dissertations / Theses on the topic "Washback effect"

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Chen, Lih-Mei D. "TAIWANESE JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PERCEPTIONS OF THE WASHBACK EFFECT OF THE BASIC COMPETENCE TEST IN ENGLISH." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1039116364.

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Khaniya, Tirth Raj. "Examinations as instruments for educational change : investigating the washback effect of the Nepalese English exams." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/9862.

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This study examines the washback effect of a final examination. Despite the general criticisms of a final examination for its negative influence on education, no empirical evidence was noted in the existing literature; rather some evidence for positive washback was found. The study was based on the assumption that the detrimental effect of a final exam is not inherent; whether the washback is negative or positive is dependent on the design of the exam. Furthermore, the power that the exam has to influence teaching and learning, if exploited properly, can make it work as an instrument for educa

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Retorta, Miriam Sester. "Efeito retroativo do vestibular da Universidade Federal do Parana no ensino da lingua inglesa em nivel medio no Parana : uma investigação em escolas publicas, particulares e cursos pre-vestibulares." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269563.

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Orientador: Matilde Virginia Ricardi Scaramucci<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-08T02:44:45Z (GMT). No. of bitstreams: 1 Retorta_MiriamSester_D.pdf: 14612163 bytes, checksum: f7fefea3ecb78986aa1456e541123b87 (MD5) Previous issue date: 2007<br>Resumo: Este trabalho visa investigar se a prova de língua inglesa do vestibular da Universidade Federal do Paraná causa efeitos retroativos no ensino dessa língua, em escolas públicas e privadas de nível médio e cursos pré-vestibulares, e, em caso positivo

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El-Murabet, Onaiba Abdulhamid Mustafa. "Investigating the washback effect of a revised EFL public examination on teachers' instructional practices, materials and curriculum." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28561.

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The phenomenon of how tests influence teaching and learning is commonly described in language education as "washback". The purpose of this study was to investigate how English teachers in Libyan schools were influenced by introducing a reformed EFL public examination, called the Basic Education Certificate Examination (BECE), in terms of their instructional practices—the how; and teaching materials and curriculum—the what. The study also sought to examine the effect of any other teacher and context-dependent variables on washback. Three main aspects were studied: teachers’ perception of the ex

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Chen, Lih-Mei Donna. "Taiwanese junior high school English teachers' perceptions of the washback effect of the basic competence test in English." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039116364.

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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains x, 187 p. Includes abstract and vita. Advisor: Keiko K. Samimy, College of Education. Includes bibliographical references (p. 141-147).

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Vyn, Reuben. "Promoting curricular innovation through language performance assessment: leveraging AAPPL washback in a K-12 world languages program." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6872.

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Language assessments are increasingly being leveraged for the purposes of educational reform and accountability, yet relatively little is known about how teachers respond to their implementation or what impact they have on the learning outcomes of students. Drawing on theories of educational innovation, this mixed methods study explores the interplay between testing, teaching, and learning in an urban Midwestern K-12 world languages program. Specifically, it investigates the washback effect of the American Council on the Teaching of Foreign Languages (ACTFL) Assessment of Performance toward Pr

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Tsagari, Konstantia. "Investigating the washback effect of a high-stakes EFL exam in the Greek context : participants' perceptions, material design and classroom applications." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485249.

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The research project undertaken in the present thesis is an attempt to explore an important educational phenomenon in a context that places a great deal of value on exa.minations but where very little research has been undertaken by researchers so far either in the field of language teaching and testing or in general education. Therefore, a programme of research was undertaken aiming at examining the 'washback effect' (Alderson and Wall, 1993) of a high-stakes exam on the teaching and learning that takes place in intennediate level classes leading to that level. To this end, preliminary interv

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Tan, Hui May. "Changing the language of instruction for Mathematics and Science in Malaysia: the PPSMI policy and the washback effect of bilingual high-stakes secondary school exit exams." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86622.

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This longitudinal study examines a change in the language of instruction for Mathematics and Science (M & S) subjects from Bahasa Malaysia (BM) to English in Malaysia. This policy, known by the acronym of PPSMI, has two objectives: to promote student learning of M & S, and also to increase students' proficiency in English. The Education Ministry also chose to create a washback effect by introducing a bilingual high-stakes secondary exit exam.<br>The study uses a framework which combines the perspectives offered by literature on educational change, content-based instruction (CBI) and washback

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Kushlaf, Najah. "Aide à la décision pour l'apprentissage." Thesis, Valenciennes, 2014. http://www.theses.fr/2014VALE0010/document.

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Les travaux réalisés dans cette thèse proposent une aide à la décision pour améliorer la qualité de l’apprentissage. L’apprentissage scolaire englobe deux dimension; une dimension humaine et une dimension pédagogique. La dimension humaine inclut l’apprenant et l’enseignant. La dimension pédagogique, représentée par le programme fixé par l’établissement éducatif, correspond au savoir. Ce dernier va se transformer en connaissance chez l’apprenant. Les deux notions de connaissance et savoir sont donc tout à fait différentes. La distance entre les deux représente la distance entre ce que l’enseign

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Cheng, Liying, and 程李穎. "The washback effect of public examination change on classroomteaching: an impact study of the 1996 HongKong Certificate of Education in English on the classroom teaching ofEnglish in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31236674.

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Books on the topic "Washback effect"

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Xu, Qian, and Jun Liu. A Study on the Washback Effects of the Test for English Majors (TEM). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1.

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Liu, Jun, and Qian Xu. A Study on the Washback Effects of the Test for English Majors: Implications for Testing and Teaching Reforms. Springer, 2018.

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Xu, Qian. A Study on the Washback Effects of the Test for English Majors: Implications for Testing and Teaching Reforms. Springer, 2019.

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Book chapters on the topic "Washback effect"

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Hongjun, Zhang, and Pan Feng. "Computer Assisted Language Testing and the Washback Effect on Language Learning." In Communications in Computer and Information Science. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0457-5_18.

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Ibrahim, Mahmoud. "The Washback Effect of the Thanaweya Amma English Test: Drawbacks and Solutions." In English Language Teaching Research in the Middle East and North Africa. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_4.

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Li, Chen, and Shahid Abrar-ul-Hassan. "Global ESOL Assessment Practices: The Washback Effect and Automated Testing in China." In Policy Development in TESOL and Multilingualism. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3603-5_4.

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Xu, Qian, and Jun Liu. "Washback: Definitions and Dimentions." In A Study on the Washback Effects of the Test for English Majors (TEM). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_2.

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Xu, Qian, and Jun Liu. "Theoretical Frameworks for Washback Studies." In A Study on the Washback Effects of the Test for English Majors (TEM). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_3.

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Đinh Thị, Phương Hoa, and Handoyo Puji Widodo. "The Washback Effect of the Vietnam Six-Levels of Foreign Language Proficiency Framework (KNLNNVN): The Case of the English Proficiency Graduation Benchmark in Vietnam." In Challenges in Language Testing Around the World. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_9.

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Xu, Qian, and Jun Liu. "Research Framework for TEM Washback Study." In A Study on the Washback Effects of the Test for English Majors (TEM). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_4.

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Xu, Qian, and Jun Liu. "Stakeholders’ Perceptions of TEM and Its Washback." In A Study on the Washback Effects of the Test for English Majors (TEM). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_5.

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Xu, Qian, and Jun Liu. "Classroom Practice and the Washback of TEM." In A Study on the Washback Effects of the Test for English Majors (TEM). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_6.

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Xu, Qian, and Jun Liu. "TEM: A High-Stakes Standardized Test in the Chinese Context." In A Study on the Washback Effects of the Test for English Majors (TEM). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_1.

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Conference papers on the topic "Washback effect"

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Ndabane, Johannes, Peter Oluwaseun Merisi, and Visvaganthie Moodley. "AN EXAMINATION OF THE WASHBACK EFFECT OF VISUAL LITERACY IN THE SOUTH AFRICAN ENGLISH HOME LANGUAGE NATIONAL SENIOR CERTIFICATE EXAMINATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2864.

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Chau, Nguyen Duc. "END-OF-COURSE SOPHOMORE INTERPRETING TESTS IN HUFLIT: RELIABILITY AND WASHBACK EFFECT." In HUFLIT INTERNATIONAL CONFERENCE 2020. Publishing house for Science and Technology, 2020. http://dx.doi.org/10.15625/vap.2020.00104.

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Zhang, Yuejun. "Research on Viterbi Decoding Algorithm in the Washback Effect of Language Testing." In 2022 International Conference on Artificial Intelligence and Autonomous Robot Systems (AIARS). IEEE, 2022. http://dx.doi.org/10.1109/aiars57204.2022.00009.

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Wang, Yu, and Jie Bao. "Washback Effect on Second Language Acquisition Test: A Case Study of College English Entrance Exam." In International Academic Workshop on Social Science (IAW-SC-13). Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.196.

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Liu, Yun, and Jing Chen. "A Study of the Washback Effect of Oral English Sampling Test on Primary School English Teaching." In 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220504.267.

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Rahimi, Zahra, and Navid Nazhand. "The Washback Effect of IELTS Preparation Courses to the Learners: Iranian Learners Perspectives on IELTS Preparation Courses." In 2010 International Conference on e-Education, e-Business, e-Management, and e-Learning, (IC4E). IEEE, 2010. http://dx.doi.org/10.1109/ic4e.2010.133.

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Fan, Honglei, and Min Yang. "The Washback Effect of English Tests on Language Learning Strategies - a Comparative Case Study Based on the Data Analysis of the English and Non-English Majors in China." In 2020 International Conference on Computer Information and Big Data Applications (CIBDA). IEEE, 2020. http://dx.doi.org/10.1109/cibda50819.2020.00018.

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Ma, Li. "Objective Testing for Collage Translation Course and Its Washback Effects." In 2014 International Conference on Information, Business and Education Technology (ICIBET 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/icibet-14.2014.51.

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Ahn, Jiin. "A Study of the Washback Effects of a Standardised Test on the EFL Context." In The European Conference on Language Learning 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-112x.2022.14.

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Hilalliyati, Najmi, and Fahriany Fahriany. "The Washback Effects of English National Examination in Teaching and Learning English for Deaf Students." In Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01 October 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.30-9-2019.2291187.

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Reports on the topic "Washback effect"

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Carrigan, Abigail. "That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2995.

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