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Journal articles on the topic 'Washback effect'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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Zeng, Shu. "The Backwash Effect of IELTS on English Teaching in China." World Journal of Educational Research 9, no. 2 (2022): p29. http://dx.doi.org/10.22158/wjer.v9n2p29.

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The influence of language testing on curriculum design, teaching methods, and learning habits is referred to as the “washback effect.” This effect has an impact on the decisions made by students and teachers. Teachers may, for example, teach to a test, or learners may concentrate on parts of language acquisition that will be tested in their future courses. In language testing, the washback effect is usually categorised as either negative or positive, with the latter being referred to as wash-forward. When definitions of language competence are excessively narrow, it can be destructive to more

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Putri, Ni Made Anggi Arlina, Riyadi Santosa, and Dewi Rochsantiningsih. "Authentic Assessment Implementation on Curriculum 2013: Types and Its Washback." IJET (Indonesian Journal of English Teaching) 10, no. 1 (2021): 99–111. http://dx.doi.org/10.15642/ijet2.2021.10.1.99-111.

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A significant change in education instructional goals effects assessment techniques used to evaluate students’ progress. The root of this phenomenon highly offers to authentic assessment as an alternative assessment. This study deals with authentic assessment implementation and its effects within teaching and learning in the context of Year 7 English students. It employs case study to get a in-depth understanding of the case. Data of the study were gained from deep-interview, observation, and document analysis. While, the data were analyzed by using Interactive model involving data reduction,

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DEMIRKOL, ORAK Suheyla. "WASHBACK EFFECT AND ENGLISH LANGUAGE TESTING IN TÜRKIYE: A CRITICAL REVIEW STUDY." NEW ERA INTERNATIONAL JOURNAL OF INTERDISCIPLINARY SOCIAL RESEARCHES 10, no. 28 (2025): 155–68. https://doi.org/10.5281/zenodo.15358453.

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Every single teaching and learning action is mentioned with the assessment styles. No matter the style of the examination, it can be either process-oriented or product-oriented, examination has an effect on the test-takers’ further learning activities either debilitative or facilitative. Leaning on this immediate fact, the present review study was set to discover primarily the procedural link between the washback effect and English language testing. The secondary aim was to bring a shared understanding of probable effect of the central language examination system in Türkiye on the t

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Rong, Li, and Peng Yi. "A Review of Studies on the Washback Effect of National Matriculation English Test (NMET) in China (2011-2020)." IRA International Journal of Education and Multidisciplinary Studies 17, no. 3 (2021): 186. http://dx.doi.org/10.21013/jems.v17.n3.p10.

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<p>This paper reviews the washback studies in National Matriculation English Test (NMET) in the past decade (2011-2020). There are 36 Chinese works of literature collected from CNKI (China National Knowledge Infrastructure), all of which are searched by keywords "National Matriculation English Test "(NMET) and "washback effect". And This literature is divided into two levels: micro level and macro level. The micro-level includes 5 categories, and the macro-level includes 3 categories. After analyzing and discussing, the researcher finds that: (1) The research has increased sharply before

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Rong, Li, and Peng Yi. "A Review of Studies on the Washback Effect of National Matriculation English Test (NMET) in China (2011-2020)." IRA International Journal of Education and Multidisciplinary Studies 17, no. 3 (2021): 186. http://dx.doi.org/10.21013/jems.v17.n3.p10.

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<p>This paper reviews the washback studies in National Matriculation English Test (NMET) in the past decade (2011-2020). There are 36 Chinese works of literature collected from CNKI (China National Knowledge Infrastructure), all of which are searched by keywords "National Matriculation English Test "(NMET) and "washback effect". And This literature is divided into two levels: micro level and macro level. The micro-level includes 5 categories, and the macro-level includes 3 categories. After analyzing and discussing, the researcher finds that: (1) The research has increased sharply before

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Abdulhamid, Nwara, and Janna Fox. "Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience." Canadian Journal of Applied Linguistics 23, no. 2 (2020): 168–92. http://dx.doi.org/10.37213/cjal.2020.31121.

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This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To inv

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Nurjati, Nunung, and Endang Mastuti Rahayu. "Balancing Scale of Washback Effect of English Language Assessment in Junior High School Level: A Literature Review." Journal of Applied Linguistics and English Education 1, no. 2 (2023): 1–9. http://dx.doi.org/10.36456/jalle.v1i2.8657.

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The washback effect of English language assessments in junior high school has been a topic of debate among educators and researchers. While some argue that these assessments can have positive effects on students' learning, others suggest that they may have negative consequences. This article explores the washback effect of English language assessments at the junior high school level, examining both the positive and negative impacts. The study employs a review on predefined related literatures. The findings suggest that while English language assessments can have positive effects on students' m

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Soomro, Rukhsana, and Shahida Khoso. "Investigating the Impact of the Engineering College Admission Test on Test-Takers." Sindh Journal of Linguistics 2, no. 1 (2023): 29–50. http://dx.doi.org/10.58921/sjl.v2i1.17.

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This study aims to investigate the washback effects of ECAT on test takers. ECAT (Engineering College Admission) test is a high stakes exam. In Pakistan every year number of candidates with the hope of getting admission appeared in the test. The current study aims to explore the washback effects of ECAT on its test takers (both successful and unsuccessful). To investigate the washback effects of ECAT, the researcher adopted qualitative approach. The data collection tool used for the current study is a semi structured interviews. The total number of the participants (n=30). The participants of

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Bukh, Per Nikolaj, Karina Skovvang Christensen, and Morten Lund Poulsen. "Performance Funding: Exam Results, Stakes, and Washback in Danish Schools." SAGE Open 12, no. 1 (2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082100.

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High-stakes testing is meant to create a positive washback effect on student learning. Performance funding can raise stakes. However, it is not often used, and its washback is uncertain. The purpose of this paper is to examine performance-funding programs based on students’ exam results. We study principals’ perceptions and interpretations of how this influenced stakes and washback effects of the exit exams. For that purpose, we selected four schools based on theoretical sampling criteria. The empirical data comprise semi-structured interviews with management over the 2-year program and docume

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Muñoz, Rodrigo Esteban. "The Effect of Washback on EFL Learners’ Attitudes toward Tests." Studies in English Language Teaching 5, no. 3 (2017): 516. http://dx.doi.org/10.22158/selt.v5n3p516.

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<p><em>The purpose of this action research was to improve learners’ attitudes towards tests through the implementation of positive washback. This article compares the results obtained by two groups of learners in a secondary school in Southern Chile on the Attitude toward Test Scale (Dodeen, 2008). During the intervention, tests were followed by washback activities for the experimental group. Lessons in which positive washback was sought were observed using a focused observation table in order to track the techniques used. Finally, an in-depth follow-up interview was conducted in o

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Alanezi, Manair A., and Ahmad A. Alenezi. "The Impact of the IELTS Writing Test on Postgraduate Students in Kuwait." International Journal of English Language Teaching 12, no. 2 (2024): 42–51. http://dx.doi.org/10.37745/ijelt.13/vol12n24251.

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International students seeking to further their education in foreign countries require high English language test scores on IELTS or other language assessments to gain admission into a university. These tests have direct impacts, referred to as washback effects, whether positive or negative, on learning and English acquisition, particularly on learning new vocabulary, grammar, and creative writing skills by postgraduate students. While washback concepts have been studied over the years, there is little research regarding the IELTS writing assessment’s washback effects, especially on internatio

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Rahman, Kh Atikur, Mohammad Rukanuddin, Mst Sabrina Yasmin Chowdhury, Shaila Ahmed, and Prodhan Mahbub Ibna Seraj. "Recognizing Stakeholders and Factors Mediating Washback in Language Testing." Education Research International 2023 (December 20, 2023): 1–9. http://dx.doi.org/10.1155/2023/5548723.

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Any test or assessment’s effect on teaching and learning is termed as “washback”. Empirical studies conducted in this area are relatively recent, starting with the remarkable work of Alderson and Wall in 1993. Studies conducted thereafter inquired into different aspects of washback. In light of these studies, this critical review would explore the stakeholders of washback and the factors outside of the test itself which could affect how it has an impact. It indicates that although a test’s washback remains at the core of the complex connection among classroom teaching, learning, and assessment

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Kuang, Qi. "A Review of the Washback of English Language Tests on Classroom Teaching." English Language Teaching 13, no. 9 (2020): 10. http://dx.doi.org/10.5539/elt.v13n9p10.

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Scholars have long recognized the Washback effect of English language tests on English teaching inside the classroom. However, the lack of scholarly reports in this area is also nonnegligible. Therefore, the present study intends to review some empirical researches that focus on the washback of some English language tests on different aspects of classroom teaching, including the washback on course content, teaching materials, and teaching activities. Both positive and negative washback are found on these aspects and can be attributed to a number of factors, including differences in features of

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Alka, Wensi. "Washback Effect of Vocational High School Final Examination: Indonesian EFL Teachers' and Students' Voices." Loquen: English Studies Journal 15, no. 2 (2023): 121–30. http://dx.doi.org/10.32678/loquen.v15i2.6834.

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The English final examination is no longer a high-stake test since National Examination (NE) was abolished in 2021 and replaced with the Ujian Satuan Pendidikan (USP). Therefore, this study explores the washback effects experienced by Indonesian EFL teachers and students and discovers teachers’ and students’ perceptions of the implementation of USP. Six participants, three Indonesian English Foreign Language (EFL) teachers, and three Public Vocational High School students in Singosari were interviewed to meet the research goals. The findings indicated that focusing on teaching to the test, che

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Alanazi, Khatmah, and Mohamad Alanazy. "The washback effect of the general aptitude test on students’ attitudes and their learning of Arabic." Global Journal of Foreign Language Teaching 14, no. 2 (2024): 136–50. http://dx.doi.org/10.18844/gjflt.v14i2.9050.

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Many educational bureaucracies use national examinations for high-stake decision-making including certification, promotion, and qualifications. This study examines the washback effect of one of those exams, known as the General Aptitude Test (GAT), on the students’ learning of the Arabic language. Specifically, it examines students’ perceptions of the GAT and how it impacted their learning practice. Based on questionnaire responses from 548 high school students, and 12 interviews, the study finds a negative washback effect on students’ perceptions and learning. Most students expressed negative

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Qureshi, Saadia Y. "How Does Washback of Different Formats of Assessment Work Within Classroom in Physical Sciences- A Holistic Study." Science Education International 29, no. 4 (2018): 228–37. http://dx.doi.org/10.33828/sei.v29.i4.5.

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Washback has been defined as an effect of assessment on teaching and learning which may be negative or positive. This study investigated the washback effect of multiple choice question (MCQ) format of assessment on learning of concepts in physical sciences (chemistry) as compared to constructed response tests (CRTs). This study collected perceptions of students through open-ended questionnaires about these two different formats of assessment in the subject of chemistry at the postgraduate level. Perceptions were validated through diagnostic analysis of midterm assessment consisting of CRT and

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Barletta, Norma, and Ofelia May. "Washback of the ICFES Exam: A Case Study of Two Schools in the Departamento del Atlántico." Íkala, Revista de Lenguaje y Cultura 11, no. 1 (2006): 235–61. http://dx.doi.org/10.17533/udea.ikala.2787.

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This study explores the impact of the compulsory state examinations at the end of secondary schooling (the ICFES exams) on English teaching practices in Colombia, since these examinations were modified in 2000. More specifically, we describe the washback effect of the English Test in two public schools. The washback effect is discussed, and results presented that were obtained through the triangulation of information and sources. Received: 28-03-06 / Accepted: 31-07-06 How to reference this article: Barletta, N & May, O. (2006). Washback of the ICFES Exam: A Case Study of

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Ko, Myong Hee. "Vocabulary test format and washback effect." Foreign Languages Education 21, no. 2 (2014): 129–51. http://dx.doi.org/10.15334/fle.2014.21.2.129.

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Sabillawati, Reffi, and Fira Khasanah Ardiana. "Washback Effects of English Reading Test in UTBK: Students’ Insights." ELE Reviews: English Language Education Reviews 2, no. 2 (2022): 114–26. http://dx.doi.org/10.22515/elereviews.v2i2.5333.

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Ujian Tulis Berbasis Komputer (UTBK) is a high-stakes test for students. They strive to pass the test and be accepted in their targeted institution. As one of the subjects involved in UTBK, the English test surely has influenced English teaching & learning in 12th-grade classrooms. This impact is known as the washback effect. While most studies investigate the washback effect on a test as a whole subject, little is known about the effect on the particular part of the test. Thus, this case study explores the washback effect of the English reading test in UTBK on the students’ perceptions, l

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Saha, Prativa Rani, and R. Kalpana. "Application of Principles of Testing: A Study in the Context of Third Year Engineering Graduates." International Journal of Linguistics, Literature and Culture 3, no. 1 (2017): 14. http://dx.doi.org/10.21744/ijllc.v3i1.346.

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Language testing has been an elemental part of the teaching- learning process, though views on language testing have always been changing. This paper presents the various components required to construct and use a language test. It primarily aims at highlighting the importance of validity, reliability, and washback and focuses if a test paper is valid, reliable and has washback effect. A test should measure what it intends to measure and for this validity, of a test is a very essential component. Reliability of a test refers to how a test should be measured and is also concerned with the consi

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Kurosh khanshan, Shabnam. "An examination of the washback effect on Iranian EFL learners’ reading comprehension: Any implications for text difficulty in the classroom?" International Journal of Language Testing and Assessment 1, no. 1 (2018): 9–16. http://dx.doi.org/10.24815/ijolta.v1i2.10624.

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In order to better understand the mechanisms of washback, the present study aimed to explore the washback effect of the entrance examination in Iran on language learners’ achievement in reading comprehension. The purpose of this study was also to examine ways in which the washback effect could modulate the selection of reading texts in the classroom, their difficulty level, and their effectiveness from the perspective of test takers. A total of 48 state and private university students studying English language teaching (ELT) at the MA level took part in this study. Participants were asked to p

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Vargas da Costa, Everton. "Efeitos retroativos do exame Celpe-Bras nas práticas de formação dos professores de um instituto brasileiro no exterior." BELT - Brazilian English Language Teaching Journal 9, no. 1 (2018): 190. http://dx.doi.org/10.15448/2178-3640.2018.1.31107.

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This paper aims to describe and analyze the washback effect of Celpe-Bras exam in the Portuguese as additional language teachers’ education practices in a Brazilian institute abroad. Part of the framework adopted understands that the pedagogical work of teachers is organized around dialogue and collaboration through which participants learn how to teach while interacting with their peers (Pérez Gómez, 1995; Nóvoa, 1995; FCC, 2011). At the institute, the washback effect of the Celpe-Bras exam contributes to those interactions by resizing the Portuguese language teaching and learning practices.

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Belkbir, Riham. "The Backwash Effect of the National Exam on Upper Secondary Moroccan Teaching." JURNAL ARBITRER 10, no. 2 (2023): 185–95. http://dx.doi.org/10.25077/ar.10.2.185-195.2023.

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This study aims to investigate the issue of assessment in the Moroccan educational system. Precisely, it aims at exploring the washback of the Secondary national English examination on English teaching and learning practices in the context of upper secondary education in Morocco. To attain the objective of the study, questionnaires are distributed to 70 teachers, and a focus group protocol with 20 students was conducted in three high schools. The findings reveal that the examination has a strong negative influence on the students and the teachers. The main harmful washback effect of this exam

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Mahmud, Najihah, Nor Hazwani Munirah Lateh, Nazirah Mahmud, Ariezal Afzan Hassan, Amaal Fadhlini Mohamed, and Siti Amirah Ahmad Tarmizi. "Washback Impact of the MUET: The Before and After Effect of a High-stake University English Test in Malaysia." International Journal of Learning, Teaching and Educational Research 20, no. 8 (2021): 1–17. http://dx.doi.org/10.26803/ijlter.20.8.1.

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This study seeks to explore the washback effect of the Malaysian University English Test (MUET), a high-stakes compulsory university entry test in the context of Malaysia. As simple and linear as it commonly appears, washback has been found to be far more complex than simply looking at the impact that a test might or might not have on the stakeholders. Therefore, this study aims to fill in this knowledge gap by systematically re-examining the beliefs on washback by investigating the relationship between the students’ perceptions of the MUET in terms of its importance and difficulty, with their

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Wiyaka, Wiyaka. "Washback of the performance-based test of reading for EFL learners." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (2020): 202. http://dx.doi.org/10.30659/e.5.2.202-213.

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The effect of tests on the teaching and learning, generally known as washback, has been recognized by scholars for a long time. However, studies on washback are usually addressed for high-stakes testing. This study investigates the washback effect of low-stakes test namely performance-based test used in measuring reading skills. Such a test is low stakes because it does not bring about serious consequence on the part of the students. The subjects of the research were 10 English teachers and 50 students of junior high schools in Semarang, Central Java, Indonesia. Data were collected through sem

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Shohamy, Elana, Smadar Donitsa-Schmidt, and Irit Ferman. "Test impact revisited: washback effect over time." Language Testing 13, no. 3 (1996): 298–317. http://dx.doi.org/10.1177/026553229601300305.

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Pitoyo, Muhammad Dafit, Sumardi Sumardi, and Abdul Asib. "Gamification-Based Assessment: The Washback Effect of Quizizz on Students’ Learning in Higher Education." International Journal of Language Education 4, no. 2 (2020): 1. http://dx.doi.org/10.26858/ijole.v4i2.8188.

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Abstract Assessment and technology are two components that are very important in education. Assessment is the core of education which provides teachers lots information from their students and technology helps to achieve the learning goal more easily. Teachers are able to take the advantages of the integration of technology and assessment to get really detail information of students test to create a good teaching process. However, there are not many teachers who really consider about assessment and the washback effect on students’ learning. Thus, this study aimed to know the washback effect of

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Gu, Kali. "Washback Effects of IELTS Test on Teachers’ Adoption of Teaching Materials in the Classroom in China." International Journal on Social and Education Sciences 5, no. 2 (2023): 381–92. http://dx.doi.org/10.46328/ijonses.513.

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This study investigates washback effects of IELTS test on university teachers’ adoption of teaching materials in the classroom in China and see how a high-stake language exam affects their teaching practices and how they and their students perceive the effectiveness of the pedagogic adjustments. To this end, individual interview to five teacher participants was carried out and a questionnaire was administered to over 100 students. The results show a positive washback effect as, influenced by IETLS test and students’ needs to achieve high scores in IELTS test, teachers sought to focus more on I

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Ramadhika, Boris, Carolus Prima Ferri Karma, and Rolisda Yosintha. "Washback effects of Google Meet automatic caption feature in assessing students’ pronunciation." EduLite: Journal of English Education, Literature and Culture 8, no. 2 (2023): 406. http://dx.doi.org/10.30659/e.8.2.406-421.

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The utilisation of technology in assessing speaking tests is not a novel concept. Conducting an analysis of the washback effect should be done following the implementation of the assessment. This research study aimed at finding the washback effects of the use of the Google Meet automatic caption feature in assessing students’ pronunciation skill. A mixed-method was employed with the embedded case study as the research design. The instrument was a survey questionnaire designed with a four-point Likert scale. It was distributed to 63 students in English subject from the first semester of Managem

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Suryanto, Jati. "Washback effect: How it works on EFL students." Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics 12, no. 1 (2025): 323–39. https://doi.org/10.22219/celtic.v12i1.39710.

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Assessment is a fundamental component of the educational process, and its influence extends beyond measuring achievement to shaping how both students and teachers approach learning and instruction. This phenomenon, commonly referred to as washback or backwash, highlights the consequential effects of testing on educational practices. This study explores the washback effect of an English progress test on students at a reputable public senior high school in Yogyakarta, Indonesia. Utilizing a qualitative descriptive research design, data were collected through in-depth interviews and focus group d

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Gokturk Saglam, Asli Lidice, and Hossein Farhady. "Can Exams Change How and What Learners Learn? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context." Advances in Language and Literary Studies 10, no. 1 (2019): 177. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.177.

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This article reports on a mixed-method study that examined the washback of a local integrated theme-based high-stakes English language proficiency test that is used in a university English for Academic Purposes (EAP) program in Turkey. The assumption behind employing an integrated theme-based test, which resembles authentic language use, was that it would bring about a positive washback on learning (Leki, Cumming & Silva, 2008: Leki & Carson 1997). The data were collected from both focus-group interviews after the instruction and pre- and post- proficiency test scores of 147 EFL studen

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Binnahedh, Ibtessam Abdulaziz. "E-assessment: Wash-Back Effects and Challenges (Examining Students’ and Teachers’ Attitudes Towards E-tests)." Theory and Practice in Language Studies 12, no. 1 (2022): 203–11. http://dx.doi.org/10.17507/tpls.1201.25.

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[1] Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115–129. [2] Ali, M. M., & Hamid, M. O. (2020). Teaching English to the test: Why Does negative washback exist within secondary education in Bangladesh? Language Assessment Quarterly, 17(2), 129-146. [3] Cheng, L., & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 3–18). Mahwah, NJ: Lawrence Erlbaum Associates. [4]

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Kheirkhah, Hassan, and Behzad Ghonsooly. "Qualitative Study of Iranian English University Entrance Examination in the light of Positive Washback Strategies." Studies in English Language Teaching 2, no. 1 (2014): 38. http://dx.doi.org/10.22158/selt.v2n1p38.

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<p><em>Washback</em><em> </em><em>refers to the extent to which the introduction and use of a test influences language teachers and learners to do things they would not otherwise do (Alderson and Wall, 1993, as cited in Fulcher and Davidson, 2007:224). According to the effect of examinations on what we do in the classroom, we may refer to ‘positive’ and ‘negative’ washback (Brown, 2000 &amp; 2002).</em><em> </em><em>The aim of the present study is to determine whether the recent versions of the Iranian English university entrance

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Farahi, Maryam, and Hamidreza Kargozari. "Washback Effect of Task-Based Assessment on Iranian Intermediates EFL Learners' Writing Performance: A Case of Accuracy, Fluency and Complexity." ISSRA Journal of Arts, Humanities, and Social Studies 2, no. 5 (2023): 1–13. https://doi.org/10.5281/zenodo.10118852.

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<strong>Abstract: </strong><i>The washback effect is a factor that describes how the use of a test can influence the teaching and learning process. However, task-based assessment specifically focuses on evaluating how effectively learners can apply their learning in real life. In addition, the writing performance of EFL learners' is a construct that involves various linguistic, and cognitive factors that affect the quality of the learners' output. Consequently, the present study investigated the washback effect of task-based assessment on the writing performance of Iranian EFL intermediat

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Wahyu Nur Cholis, Hafidz, and Faricha Rizqi. "Senior High School English Teachers’ Perceptions on a High-stakes Test (SBMPTN): A Washback Study." International Journal of Education and Literacy Studies 6, no. 3 (2018): 47. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.47.

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The aim of this research is to explore the washback effect of a high-stakes test on teachers’ attitude and teaching methods used. High-stakes tests refer to tests results of which impact the future of the test takers. In this paper, the high-stakes test is the Entrance Exam of Universities (EEU) in the Indonesia context, namely Seleksi Bersama Masuk Perguruan Tinggi Negeri (SBMPTN). The test determines whether students are qualified to be accepted as university students or not. Therefore, SBMPTN is extremely strict and competitive because students all over Indonesia are eager to pass it. The c

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Indah, Yani Awalia, Ihda ‘Abidat, and Meita Lesmiaty Khasyar. "SPEAKING CLASS IN HIGHER EDUCATION." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 1 (2021): 175. http://dx.doi.org/10.32682/jeell.v8i1.2126.

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In recent years the process of reform and innovation in higher education has been witnessed. Indonesia has also implemented the problem of based assessment almost throughout college in the fatherland, focusing on human resource development. Methods adopted to follow the qualitative study principle against ten students at one of the schools in Bogor. This research is limited to the students without even seeing the washback effect on the teachers. The objective of this report was to observe the washback effect during teaching activities in a spoken English class. The study proved that a student'

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Lutfiana and Tono Suwartono. "Online EFL Teaching and Learning: Advanced Grammar Class and Washback Effect in Test." Technium Social Sciences Journal 11 (August 24, 2020): 23–35. http://dx.doi.org/10.47577/tssj.v11i1.1511.

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This study investigates the teaching and learning English through online class and the washback effect of online testing during pandemic COVID-19 issue. The participants of this study were University EFL teacher and undergraduate students of English Education Department at Universitas Nahdlatul Ulama Purwokerto in Central Java Province, Indonesia. The data were collected through interviews, documents and pictures. Then, the data analysis technique was adopted from Spradley (1980). The finding has indicated that the teaching and learning online is realized effectively through Whatsapp Group (WA

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Kamalia Hakim, Putri, and Mansyur Srisudarso. "A Washback Study on Portfolio Assessment." ELT in Focus 3, no. 1 (2020): 9–14. http://dx.doi.org/10.35706/eltinfc.v3i1.3693.

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The latest developments in the field of learning English as a foreign language have encouraged language teachers to use more authentic and realistic assessments. This situation makes portfolios as alternative assessments increasingly popular. As the popularity of the portfolio grows, questions among assessment developers have also arisen. They question whether the portfolio really is a proper assessment. In this study, the researcher investigated the wash-back effect of portfolio-based assessment. She observed the instructional process in a translation and a writing class to see how the two ty

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Chak, Man-Chit. "Washback in Language Learning Strategies Under High Stakes Language Testing - A Study of the Hong Kong Secondary System." rEFLections 31, no. 1 (2023): 1–24. http://dx.doi.org/10.61508/refl.v31i1.269539.

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This research delves into the washback effects of the Hong Kong Diploma of Education Examination (HKDSE) on the learning strategies employed by secondary school students in Hong Kong. By surveying 50 students to assess their English learning strategy profiles, this study seeks to identify potential biases in strategy selection indicative of examination influence. A subset of participants was further interviewed, enabling a deeper exploration of the underlying reasons behind their strategy choices. Thematic analysis of these interviews revealed that while students recognize the intended washbac

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A.A., Ibrahim, and Bello U. "The Washback Effect of WAEC/SSCE English Test of Orals on Teachers Methodology in Senior Secondary Schools in Sokoto Metropolis." English Language Teaching 13, no. 1 (2019): 180. http://dx.doi.org/10.5539/elt.v13n1p180.

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The study investigates the washback effect of WAEC/SSCE English Test of Orals on Teachers Methodology. The method used in this research is a mixed method employing survey and case study strategies. Questionnaire and semi- structured interview were used to collect data. 32 out of the 41 teachers of English taking senior secondary school classes in Sokoto metropolis were sampled to respond to the questionnaire and the selection of participants was done using random sampling method. 5 teachers of English outside the sampled population were purposively selected to participate in the interview. The

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