Abstract
This paper aims to show how the impact of high-stakes language exams (washback in testing literature) has been conceptualized in language testing research and to reveal the findings of some selected studies to represent the possible negative and positive washback effects that appear to impact on language teaching and learning. Apart from representing the models of washback research and previous research studies, I also describe certain factors that can facilitate positive washback on teaching and thus learning. This review is not intended to be exhaustive, but merely to illustrate the possible positive washback of the language exam and to make suggestions for improving the quality of teaching methodology and test preparation methodology.
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