AI Summary & Key Takeaways
AI InsightThe findings indicated that both positive and negative test effects were exerted on teaching.In addition to positive washback on materials, this study also found negative washback in the form ofnarrowing of the curriculum.
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Abstract
This article reports a mixed-method study that examined the washback effect from a locally-produced,theme-based, high-stakes English language proficiency test in tertiary education in a Turkish EAP context.The aim was to explore the extent to which washback on teaching was induced by an integrated theme-basedEnglish proficiency test designed to reflect authentic language use in the tertiary education context inTurkey. The data collection involved classroom observations and focus group interviews with 14 instructorsfrom the Preparatory English Language Program (PEP). Classroom observations were conducted using theCommunicative Orientation of Language Teaching Observation Scheme (COLT) (Spada & Frohlich, 1995),and data was qualitatively and quantitatively analyzed. Inductive analysis of the transcribed interview datawas also used. The findings indicated that both positive and negative test effects were exerted on teaching.In addition to positive washback on materials, this study also found negative washback in the form ofnarrowing of the curriculum. Findings also implied that although the test had varying amounts and types ofwashback depending on the particular teacher involved, both content and methodology in teaching areaffected. The article concludes by interpreting these results in the light of recent studies on learnerwashback, discussing implications for teachers, and providing suggestions for further research.© 2018 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access articledistributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND)(http://creativecommons.org/licenses/by-nc-nd/4.0/).