The Washback Effects of Task-based Assessment on the Iranian EFL Learners’ Grammar Development

Abstract

There is some evidence to suggest that tests have washback effects on teaching and learning processes (Alderson & Wall, 1993). Task-based language assessment (TBLA) as an alternative mode of language testing is believed to be of washback effect on language learning (Mislevy, Almond & Steinberg, 2002). However, the nature of this effect on the development of different language elements and skills is yet to be explored. In a partial attempt to address the lacuna, this study investigates the washback effect of TBLA on English as a foreign language learners’ (EFL) grammar development. Seventy-four EFL learners were randomly selected from 110 pre-intermediate learners of a language institute and were divided into two groups of control and experiment. To ensure the same level of grammar ability, both groups took a grammar pre-test at the outset of the project. During ten sessions of treatment, the groups received the same kind of grammar instruction, however, the experimental group took a researcher made task-based grammar quiz every three sessions, but the control group took traditional grammar quizzes. After the treatment, the two groups took a grammar post-test. The analyses revealed a positive washback effect of the TBLA on the grammar development of EFL learners. The findings imply that TBLA as a pedagogical measurement tool can well replace the classic assessment procedures as all educational efforts including testing and assessment procedures are planned to maximize the educational gains and developments.