Washback Effects on English Language Learning and Teaching at Aden University

Abstract

This quantitative study investigated the topic of washback, drawing language educators’ and assessors’ attention to the irreducible importance of feedback for learners. Besides discussing key concepts such as language testing, feedback, washback, and backwash, it investigated the washback effects on (a) developing students' language skills and motivation and (b) teachers' techniques and materials. Questionnaires were used to collect data from 42 English language teachers and 200 students in two departments of English and Translation at the Faculty of Languages and Translation, University of Aden in Yemen. Findings revealed positive effects of washback on the (a) development of students' language skills, abilities, and motivation and (b) teaching techniques and materials. The study generally showed that the faculty members, because of academic loads, only sometimes give their students individual feedback on areas of weakness, and they believe they should not shoulder this burden alone. This provides an amalgam of ideas for more effective teacher-made test washback, considering the teaching loads and training on tests and washback and their effects on learning and teaching English in an Arab context.