Washback Effect of High-Stakes English Language Tests on the Learning Behaviours of Ghanaian ESL Learners

Sefa Owusu

doi:10.7176/jep/12-30-10

Abstract

The term washback or backwash is used in Applied Linguistics to refer to the impact of second/foreign language testing on learning behaviours, teaching practices, and curriculum design. The Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) English language tests administered by the West African Examinations Council (WAEC) are high-stakes tests which have very important consequences for the junior and senior high school leavers. The English language syllabus for both junior high school and senior high school levels has listening , reading , writing , and speaking components. Unfortunately, the BECE and WASSCE English language tests do not assess students on all the language skills. Although the WASSCE English language test has oral English component (which was introduced in 1999), it assesses candidates on listening comprehension only. Since teachers and students are likely to concentrate on what is going to be assessed, there may be negative washback effect on teaching and learning of English language in junior and senior high schools in Ghana. This paper reports on the washback effect of high-stakes English language tests on the learning behaviours of Ghanaian ESL learners. A total of 344 students from 3 junior high and 5 senior high schools were purposively sampled for the study. Qualitative and quantitative analysis of data revealed that the BECE/WASSCE influenced how students learnt English, and that they wanted their teachers to concentrate on language areas that would only make them perform well in the high-stakes tests. This confirms the Alderson and Wall’s washback hypotheses that a test will influence what and how learners learn. DOI: 10.7176/JEP/12-30-10 Publication date: October 31 st 2021

Highlights

1.0 Washback: What is it? According to Alderson & Wall (1993), washback or backwash refers to the influence of testing on teaching and learning. Popham (1987) uses the term measurement-driven instruction to refer to the notion that testing influences teaching and learning
The mean of 4.59 and 4.46 for Basic Education Certificate Examination (BECE) and West African Senior School Certificate Examination (WASSCE) respectively shows that the BECE candidates tended to put more pressure on their teachers to concentrate on examinable areas than the WASSCE candidates
The results show that teachers do not ask students to apply what they learn to practical problems; rather teaching, learning, and testing are directed towards the BECE/WASSCE. 72 of the students were uncertain while 112 and 160 strongly disagreed and disagreed respectively with the statement

Summary

Introduction

1.0 Washback: What is it? According to Alderson & Wall (1993), washback or backwash refers to the influence of testing on teaching and learning. Popham (1987) uses the term measurement-driven instruction to refer to the notion that testing influences teaching and learning. Popham (1987) uses the term measurement-driven instruction to refer to the notion that testing influences teaching and learning This idea that examinations tend to have some impact, directly or indirectly, on the curriculum or teaching and learning is not new in Applied Linguistics and Education (Alderson 1986, Pearson 1988, Hughes 1989, Khaniya 1990). Current research on the impact of examinations on the curriculum focuses on positive washback This is because it is hoped that proper or well-designed language tests can go a long way to improve the quality of classroom teaching and learning. If the test is not aligned with the curriculum, teachers will certainly teach to the test and the test will be used to control the curriculum, which can result in unexpected, harmful consequences

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Conclusion