Feedback on Washback of EFL Tests on ELT in L2 Classroom

Abstract

Every year, competence-based tests for the students of all grades in Iranian high schools are introduced. Such tests are the certain components of high school curriculum; therefore, very much attention should be academically paid to them and particularly to their impact on teaching and learning. This study identifies the possible washback effect of English language tests on English language teaching in high schools and further describes the nature of the washback effect in the context of Iran. In order to do so, the booklets of the English language tests for final exams of all four high schools levels in June 2012 were first analysed. Then, thirty EFL classrooms were randomly observed and a questionnaire was filled up by the teachers of those classes to collect their feedback on the washback effect of the tests. Another questionnaire was filled up by thirty students who were randomly chosen from the same classes for their feedback on the washback as well. The analysed collected data indicates that there is a strong relationship between classroom teaching and what the final tests measure showing the presence of washback in all four levels of English language classes in high schools of Iran which is due largely to the scope of university matriculation in Iran. The results also explain that the nature of existing washback on what EFL teachers teach in L2 classes is negative. The negative impact is possibly resulted due to the existing restrictions of teaching and teachers in Iranian schools to meet the needs of the students just for matriculation.