Journal of Academic Research for Humanities (JARH) is a double-blind peer-review, Open Free Access, online Multidisciplinary Research Journal
Skip to main navigation menu Skip to main content Skip to site footer

Vol. 3 No. 3 (2023)
The International "Journal of Academic Research for Humanities"

Review Articles

Critical Review of Eight Experimental Studies on wash-Back : in English Language Testing

Published 21-09-2023

  • Abdul Rasheed Soomro
    • ,
  • Ali Siddiqui
    • ,
  • Syed Hyder Raza Shah

Abdul Rasheed Soomro
Lecturer in English at Institute of English Language and Literature, Shah Abdul Latif University, Khairpur

Ali Siddiqui
PhD Scholar- Institute of English Language and Literature (IELL), University of Sindh, Jamshoro, Sindh, Pakistan

Syed Hyder Raza Shah
Department of English at Shaheed Benazir Bhutto University, Sanghar Campus

Abstract

  The Wash-back has a significant area of English Language Assessment Research (ELAR), which has succeeded in inviting considerable heed of the researchers over the years. Some substantial experimental studies relating to washback in English language testing have been conducted globally. This study aims to review and evaluate the eight most recent experimental or empirical research projects carried out on washback in English linguistic education (ELE), which have been downloaded and collected through internet surfing. Based on the review of eight research articles, this current study has been conducted to determine the theoretical foundations of impacts of tests, examinations, assessments, and evaluation in English language education as well as testing besides demonstrating the research findings. Results showed that the washback of high-risk investigations or tests had positive, negative, and mixed impacts and effects depending on the backgrounds and language of students’ extents. The positive washback affects the instructors, teaching practices, materials, methodologies, contents, and language beginner approaches, while the inverse or negative washback happens after the attention is diverted from the erudition process of English to test conducting approaches. After reviewing eight research projects, the findings stated that washback plays a crucial role in English language testing. In some cases, it is positive; in others, it has shown a negative stance. Therefore, it is difficult to state that all English tests positively impact test takers.

Keywords

Washback, learner strategies, review research, English language testing, high risks test

PDF

References

  1. Aftab, Asma, Qureshi, S, William, I. (2015). Investigating the washback effect of the Pakistani Intermediate English Examination. International Journal of English and Literature, 5, no.7 (2014): 149-154.
  2. Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied linguistics, 14(2), 115-129.
  3. Andrews, S. (2004). Washback and curriculum innovation. In Washback in language testing (pp. 59-72). Routledge.
  4. Bailey, M. (1996). Language teacher supervision. New York: Cambridge University Press.
  5. Bailey, M. (1996). Working for washback: A review of the washback concept in language testing. Language Testing, 13 (1996): 257.
  6. Barnes, M. (2016). The Washback Effects of the TOEFL iBT in Vietnam. Australian Journal of Teacher Education, 41, no.7: 158-174.
  7. Biggs, B. (1995). Assumptions underlying new approaches to assessment. Curriculum Forum, 4: 1.
  8. Brown, H. (2004). Language assessment principles and classroom practices. Longman: Pearson Education.
  9. Cheng, L. (1997). The Washback Effect of Public Examination Change on Classroom Teaching. Unpublished Ph.D. thesis, The University of Hong Kong, Hong Kong.
  10. Cheng, L. (2005). Changing Language Teaching Through Language Testing: A Washback Study. Cambridge University Press, Cambridge.
  11. Cholis, H., &. Faricha, R. (2019). Senior High School English Teachers’ Perceptions on a High-Stakes Test (SBMPTN): A Washback Study. International Journal of Education & Literacy Studies, 6, no. 3: 47-52. doi: 10.7575/aiac.ijels.v.6n.3p.47.
  12. Frederiksen, J. R., & Collins, A. (1989). A Systems Approach to Educational Testing. Educational Researcher, 18, no. 9: 27-32.
  13. Fullilove, J. (1992). The tail that wages Institute of Language in Education journal (9), 130-147.
  14. Hughes, A. (1989). Testing for language teachers. Cambridge: Cambridge University Press.
  15. Hughes, A. (1993). Backwash and TOFEL 2000. Unpublished manuscript. University of Reading, 49.
  16. Khodabakhshzadeh, H., Reza, Z., & Iman, A. (2018). The Effect of Mock Tests on Iranian EFL Learners’ Test Scores. International Journal of Education & Literacy Studies, 5, no.3: 47-51.
  17. Khoshsima, H. Amin, S., & Fatemeh, M. (2018). Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts; Learners’ Attitude in Focus. Advances in Language and Literary Studies, 9, no.2: 4-9.
  18. Kirkpatrick, R (2013). Washback Effects of the New English Assessment System on Secondary Schools in Bhutan. Language Testing in Asia, 2, no.4: 5-32.
  19. Madaus, F. (1988). The influence of testing on the curriculum. In Tanner, L.N., editor, Critical issues in the curriculum: eighty-seventh yearbook of the National Society for the Study of Education (Part 1), Chicago: University of Chicago Press.
  20. Messick, S. (1989) Validity. In R. L. Linn (Ed.), Educational Measurement (3rd ed.) New York: ACE and Macmillan:13-103.
  21. Messick, S. (1996). Validity and washback in language testing. Language Testing 13(3), 241-256.
  22. Munoz, R. (2017) The Effect of Washback on EFL Learners’ Attitudes toward Tests. Studies in English Language Teaching, 5, no.3: 516-530.
  23. Pearson, I. (1988). Tests as levers of change (or putting first things first). In D. Chamberlain & R. Baumgartner (Eds.), ESP in the classroom: Practice and evaluation ELT Documents #128, (pp.98-107), Modern English Publication in association with the British Council, London.
  24. Popham, W. (1987). The Merits of Measurement-Driven Instruction. Phi Delta Kappan, 68: 679-682.
  25. Saville, D. (2009). Developing a Model for Investigating the Impact of Language Assessment with Educational Contexts by a Public Examination Provider. Bedfordshire: University Bedfordshire.
  26. Shohamy, E., &. Donitsa-Schmidt, I. (1996). Test impact revisited: Washback effect over time. Language Testing 13: 298.
  27. Smith, L. (1991). Put to the test: The effects of external testing on teachers. Educational Researchers, 20, no. 5: 8-11.
  28. Spolsky, B. (1994). The examination of classroom backwash cycle: Some historical cases, in Nunan, D, Berry, V and Berry, R. (Eds) Bringing about change in language education, University of Hong Kong, Dept. of Curriculum Studies, Hong Kong.
  29. Swain, M. (1985). Large scale communicative testing: A case study. In Y. P. Lee, A.C.V. Fok, R. Lord, and G. Low (Eds), New direction in language testing (pp, 35-46). Oxford Pargamon Press.
  30. Taylor, L. (2005). Washback and impact. English Language Teaching Journal, 59: 154-155.
  31. Wall, D. (1997). Impact and washback in language testing, In C. C. & D. Corson (Eds.), Encyclopaedia of language and education, Language Testing and Assessment 7: 291.
  32. Watanabe, Y. (2013). The National Center Test for University Admissions. Language Testing, 30, no.4: 565-573.