An Investigation of the Impact of the High School Entrance Exam on the Teaching of English

Abstract

English education programs are updated to keep up with the new trends and approaches. Curriculum designers introduce the changes into the curriculum. Since the teachers are expected to prepare students for the high-stakes exams, these exams are one of the problems that teachers face during their classes because of the preparation process. This study is therefore set out to determine the effects of high-school entrance exams on the implementation of the English curriculum. The methodological approach taken in this study is a mixed methodology based on the teachers’ views. 201 EFL teachers working at lower secondary schools filled the questionnaire regarding their in-class practices. Among the teachers, 10 teachers are interviewed by taking ample notes. To collect the quantitative data, web tools are utilized due to the vexatious process of Covid-19 days. The results of the study reveal that the high-school entrance test has negative effects regarding the approaches and methods employed in the classes. Furthermore, the classroom practices differ in different grades. The negative washback effects of high-stakes tests outweigh the positive ones in terms of the use of English language in a communicative way.