Washback Effect Research Articles

How sociocultural factors mediate washback effect: a study of the Hong Kong Diploma of Secondary Education Examination English Language Paper 4

The study explores the unaddressed washback on the English-speaking test of the Hong Kong Diploma of Secondary Education Examination (HKDSE-English Language Paper 4). The HKDSE is a university entrance exam in Hong Kong which includes a group discussion speaking test known as English Language Paper 4. To identify ongoing washback effects, including sociocultural perspectives, the study analyses ongoing student washback of test-specific and non-specific preparation and how the mediating factors affect these preparations. One-hundred and ninety-nine secondary 4th to 6th grade students provided the questionnaire data in two rounds. Results from exploratory factor analysis indicate six major types of test preparation, which are categorised as two test specific, three non-specific, and one integrated type of preparation. Mediating factors comprise five categories of learner characteristics and stakeholders in and out of school. The cluster analyses identified four students’ groups intertwined with the involvement of washback and the mediating factors. A strong relationship between extrinsic factors and explicit learning and intrinsic factors and implicit learning was found. The study concludes that students’ washback is affected by mediating factors aside from the test; learning method choice by students (e.g. learning from entertainment content) has a strong relationship with specific mediating factors (e.g. interest in English).

Washback Effects on English Language Learning and Teaching at Aden University

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.

The application of the backwash effect of language testing in college English teaching

Language testing is an important evaluation method in teaching evaluation. It can not only measure students' mastery of knowledge during the learning process, but also improve teaching methods and enhance teachers' teaching level. This article briefly analyzes the application of language testing in English teaching.

A Duolingo-based English Language Skills Assessment: Through the Eyes of Vocational Students

The utilization of mobile-assisted language learning (MALL) enhances learning activities. As online learning modalities proliferate, Duolingo is becoming increasingly well-known but understudied as an English-learning assessment tool. This study explores the utilization of Duolingo as an English-learning assessment tool, specifically in the context of English for Specific Purposes (ESP) in Indonesia. Three Electromedical Engineering students were selected as participants, and semi-structured interviews were conducted to gather data. Thematic Analysis was employed to analyze the collected data. The findings revealed several positive impressions students had when using Duolingo as an English language skills assessment (ELSA) tool, including its engaging nature, facilitation of autonomous language skills assessment, provision of positive motivation, and improvement in vocabulary mastery. However, participants also mentioned drawbacks, such as Duolingo's inability to provide specialized Electromedical Engineering vocabulary, the use of fake images that hindered comprehension of meaning in real-life contexts, and the lack of interactivity in language skills assessment. The study recommends ESP practitioners to consider student-centered learning tools for assessing English proficiency, focusing on the test's purpose, objectives, practicality, reliability, validity, authenticity, and washback effects.

The Backwash Effect of the National Exam on Upper Secondary Moroccan Teaching

This study aims to investigate the issue of assessment in the Moroccan educational system. Precisely, it aims at exploring the washback of the Secondary national English examination on English teaching and learning practices in the context of upper secondary education in Morocco. To attain the objective of the study, questionnaires are distributed to 70 teachers, and a focus group protocol with 20 students was conducted in three high schools. The findings reveal that the examination has a strong negative influence on the students and the teachers. The main harmful washback effect of this exam is found to be the neglect of teaching the skills of listening and speaking as they are not assessed. Moreover, the results of the study show that the contents of teaching are highly influenced by the exam. Even though the syllabus was changed from grammar-based to communicative-based, English Examinations are still grammar-ruled and reading-based. Similarly, students are also affected by the washback effect of the national exam because it brings anxiety that can distort their progress and performance, and students might not be able to learn real-life knowledge but instead learn discrete points of knowledge that are assessed. On the basis of these results, a new English exam is suggested, hoping to prompt positive washback and refine the English-speaking performance of Moroccan highschoolers.

Shadow Education in Hong Kong: the Effects of Backwash on Hong Kong Secondary Students

Shadow education is a widely discussed topic in Asian countries since this is a popular way of learning for students. In Asian society, parents have invested a lot of money into shadow education, and they hope that their children can stay competitive or climb up the social ladder by getting good grades in public exams. Shadow education becomes a method that some people believe can help students to perform well in the exam, but is this true? In this paper, the focus is on the backwash effects of shadow education, and whether shadow education can help students to perform well in the exam. 12 secondary school students in this study expressed that shadow education can help them in their public exams and it has some positive effects on their overall exam grades. However, there are only a few studies focused on the effects of shadow education on students’ exam performance, and it seems that this area has not been completely discussed in the field of shadow education. As a result, this study hopes to contribute to backwash in shadow education, and whether it can help students to improve their grades in the public exam.

Washback Effects of the New CET4 Listening Test on College English Listening Teaching and Learning

As a high-stake and criterion-related norm-referenced test which is intended to supervise the implementation of Syllabus and diagnose the strength and weakness in college English teaching and learning, CET4 (College English Test Band-4) exerts both beneficial and harmful effects on English education. Conducted respectively from the perspectives of teaching and learning attitude, materials and strategies, the study is mainly aimed to explore the possible washback effects of the new CET4 listening subtest on college English teaching and learning. A combination of both qualitative and quantitative approaches was adopted to research on 10 English teachers and 50 students from Beijing Institute of Petrochemical Technology. The findings reveal that the new CET-LT has made satisfactory innovations in test format and input materials, and it has more beneficial washback effects on college English teaching and learning. However, the phenomenon of “teaching and learning to test” still exists in our educational practice, which affects the efficiency of EFL teaching and learning in China.

Washback Effects of IELTS Test on Teachers’ Adoption of Teaching Materials in the Classroom in China

This study investigates washback effects of IELTS test on university teachers’ adoption of teaching materials in the classroom in China and see how a high-stake language exam affects their teaching practices and how they and their students perceive the effectiveness of the pedagogic adjustments. To this end, individual interview to five teacher participants was carried out and a questionnaire was administered to over 100 students. The results show a positive washback effect as, influenced by IETLS test and students’ needs to achieve high scores in IELTS test, teachers sought to focus more on IELTS-related content in the textbooks and adopt extra IELTS-related teaching materials to help improve students’ test performance. Also, students recognized teachers’ arrangements on class practices and believed such practices were useful in enhancing their IELTS scores. Moreover, teachers’ choices and modifications of teaching materials were not determined by washback effects of IELTS tests only but rather a result of coaction between various factors including the state’s educational policies, personal research areas, teaching rationale and abilities to modify teaching materials.

The Economic Diffusion Radius of High-Speed Railway Stations

We explore the economic diffusion radius of high-speed railway (HSR) stations. Using spatial differences-in-differences (DID) method, we find that the openings of HSR stations can promote companies’ performance within 20 kms. We also observe a heterogeneity of the effect in different administrative divisions, with a positive impact on surrounding companies in the same city as the nearest station (the "Diffusion Effect"), and a negative impact on companies in neighboring city (the "Backwash Effect"). Our paper helps policy makers better utilize the infrastructure of HSR. Furthermore, the spatial DID method offers a new perspective to address endogeneity in HSR studies.

EPS-TOPIK 기능과 효과에 대한 비판적 고찰

This paper examines whether EPS-TOPIK’s original evaluation function is being properly performed. First, the status and characteristics of EPS-TOPIK under the Employment Permit System are discussed. EPS-TOPIK is a kind of test for foreign employment, a special character that emphasizes Korean proficiency required in industrial settings, job performance, and ability to adapt to work life. Accordingly, there are differences from general Korean proficiency tests in the evaluation method, acceptance criteria, question presentation method, and questionaires’ method. Based on this specificity, this paper discusses whether EPS-TOPIK can have an educational washback effect on learners in terms of its evaluation function. At this time, in the case of the EPS-TOPIK, although the method of presenting each test has changed over time, it is argued that there is a problem with the change in terms of labor demand rather than the original function of EPS-TOPIK evaluation, such as the improvement of Korean language skills or job skills. In addition, although the evaluation items of EPS-TOPIK should be organically linked with textbooks, their validity is insufficient. Third, it is necessary to change the job-related questions into selective ones so that learners can learn by focusing more on the job they are going to go to. Fourth, regardless of the current area, the acceptance criteria must be the same and the difficulty must be adjusted claim. Fifth, it is argued that questions should be created in consideration of the practicality of foreign learners’ jobs, and sixth, that the validity of questions and textbooks that affect them should also be considered.

In-situ cathodic electrolysis coupled with hydraulic backwash inhibited biofilm formation on a backwashable carbon nanotube membrane

Electro-coupled membrane filtration (ECMF) is an innovative and green technology for water and wastewater treatment. However, the dynamics of biofouling development in the ECMF system has yet been determined. This fundamental question was systematically investigated in this study through laboratory dead-end ECMF experiments. It was found that the ECMF process with an applied voltage of 3 V and a backwash interval of 60 min was capable of completely eradicating membrane biofouling in an extended filtration time of 1450 min. In contrast, membrane biofouling was much severer with a longer backwash interval of 720 min or without backwash. The complemental permeate analysis and membrane characterization results revealed that biofouling during ECMF involved two sequential stages. During the first stage, dead bacteria and their degradation debris formed a loose deposit layer on the membrane surface. The continuous accumulation of this layer decreased the electrochemical performance of the membrane cathode. As such, bacteria in the top deposit layer proliferated and secreted extracellular polymeric substances, which led to irreversible fouling in the second stage. Therefore, timely removal of the initial deposit layer by hydraulic backwash was crucial in preventing irreversible membrane biofouling. These findings provided novel insights into the synergistic effects of cathodic electrolysis and hydraulic backwash for biofouling mitigation.

EFL Students’ Perception on E-Learning in Post-Pandemic: Assessment, Learning Outcome, Evaluation & Problem Faced

Online learning has been experienced by students worldwide with benefits and challenges. Even though previous research has been done on the unreadiness of teachers and students, their lack of technological skills, and their lack of autonomy in carrying online learning, more is needed to know about the washback effect of online learning from the perspective of learners. Thus, this research investigates students' assessment, learning outcomes, evaluation, and problems faced. This study described the English Language Education students’ view of the independent assessment, learning outcome, and evaluation of English online learning from the perspective of English Language Education students. The researchers employed a descriptive quantitative approach and a survey method to collect the data. This study included 100 participants using a purposive sampling technique. For data collection, the researchers employed a questionnaire with 33 questions sent via Google Forms and disseminated to WhatsApp groups and an interview. The data were then coded and tabulated using percentage-based basis values. The findings of this study indicated that, first, students' attitudes regarding the independent assessment of e-learning assessment were 85% showing a favorable result. In the meantime, certain lecturers' respondents needed to provide more feedback and were absent from certain lecturers during learning. Second, the student's view of the learning outcome of using e-learning was positive (68%) because the online meeting coincided with the learning process. Third, the students' perspectives on the evaluation of using e-learning fall under the category of the fair. (65%) During the pandemic, poverty has hindered students' access to and involvement in learning. Those who come from economically disadvantaged families cannot provide appropriate resources for online learning. Long-term lack of infrastructure and access will jeopardize educational achievements.

Investigating the Impact of the Engineering College Admission Test on Test-Takers

This study aims to investigate the washback effects of ECAT on test takers. ECAT (Engineering College Admission) test is a high stakes exam. In Pakistan every year number of candidates with the hope of getting admission appeared in the test. The current study aims to explore the washback effects of ECAT on its test takers (both successful and unsuccessful). To investigate the washback effects of ECAT, the researcher adopted qualitative approach. The data collection tool used for the current study is a semi structured interviews. The total number of the participants (n=30). The participants of the study are divided into two groups: Group A successful candidates, Group B unsuccessful candidates. The current study used the convenient sampling. From the data analysis, the constant comparative Method (CCM) Maykutt and More (1994) guideline are used. The findings of the study revealed that ECAT has strong positive and negative consequences on test takers. The successful test takers were seemed more focused, disciplined and hardworking worried about to get success in the test. The washback effect on the unsuccessful test takers revealed the fact that few participants were never interested in the ECAT. Beside this there were other factors that contribute to their failure. The perceptions of the both groups about ECAT showed, it is a transparent test and the format and content and their system of conducting the entrance exam is good. The implications of this study are for the future test takers and the test developers to ensure the validity, reliability and quality of the test. Secondly, to build a trust relationship between test takers and test developers. Thirdly, in the washback research, it will be a good addition to the washback effect of test on test takers, as they are most neglected stakeholders in washback research at a national and international level. It will be a good addition in literature available for washback research.

Students' motivation in reading test responses washback effect on learning in higher education

This article reported the result of investigation washback on students learning and motivation along Reading subject as a test for EFL learners. Two main aspects were studied: students’ perception of the exam (attitude, content, methodology, course, and preparation) and student perceived to their motivation. A mixed-methods approach utilized to address the issue. Descriptive and frequency scale used to analyze quantitative data obtained from surveying 120 students. For qualitative, the data analysis elicited from observations of two classes and interviews with 12 students as representatives of four levels. The study found that students expressed positive rather than negative washback to both variables (i.e., learning and motivation) toward the exam. Findings indicated that the subject meets their needs and the test appropriate to measure their achievement goals. However, high-stakes testing still has leftover doubt feeling in preparation. Otherwise, the motivation, which covered content, methodology, and attitude, indicated, there is a positive attitude that affects students’ development, and it brings students to get an optimal point on the test.
 Keywords: Students learning; motivation; students’ perception

A Framework for Task-Based Flipped Classroom in EFL Education in Vietnam

When it comes to language teaching in general education in Vietnam, there are many challenges for teachers to overcome. Such as time constraints, examination wash-back effects, students’ demotivation and students’ individualization causes of learning. Various innovative teaching methods and approaches have been applied to address these concerns, such as task-based language learning and flipped classrooms (FCs). However, each mode of teaching has its advantages and disadvantages. Due to this, it is essential to carefully examine the combination of TBLT and the flipped classroom (FC). This paper reviews the effects of the implementation of task-based language learning in the clipped classroom, discusses the integration of both teaching approaches, and suggests the applied model for English as a Foreign Language (EFL) education in Vietnam.

A Washback Effect Model for Investigating the Impact of High-Stakes Language Testing on Teaching and Learning

Since the early 1990s, effects of testing on teaching and learning have drawn increased attention. However, most studies in second language assessment have been quantitative.BRAlthough a few studies were qualitative, they lacked a conceptual or theoretical framework, thus failing to provide a comprehensive picture of washback. This is also true in the Korean context. An operational model is needed to effectively investigate washback. This paper reviews prior research studies that have introduced seminal washback hypotheses and empirically driven operational models. These studies have identified significant macro- and micro factors such as curriculum, perception, beliefs, students’ and teachers’ previous experiences, and tests that can impact teaching and learning. Based on a review of existing operational models, this paper proposes Engeström’s activity theory as a new and comprehensive model of washback that can be adopted in any context to analyze high-stake language examinations. These findings have theoretical and practical implications for qualitative washback research.

Meta-omics profiling of full-scale groundwater rapid sand filters explains stratification of iron, ammonium and manganese removals

Rapid sand filters (RSF) are an established and widely applied technology for groundwater treatment. Yet, the underlying interwoven biological and physical-chemical reactions controlling the sequential removal of iron, ammonia and manganese remain poorly understood. To resolve the contribution and interactions between the individual reactions, we studied two full-scale drinking water treatment plant configurations, namely (i) one dual-media (anthracite and quartz sand) filter and (ii) two single-media (quartz sand) filters in series. In situ and ex situ activity tests were combined with mineral coating characterization and metagenome-guided metaproteomics along the depth of each filter. Both plants exhibited comparable performances and process compartmentalization, with most of ammonium and manganese removal occurring only after complete iron depletion. The homogeneity of the media coating and genome-based microbial composition within each compartment highlighted the effect of backwashing, namely the complete vertical mixing of the filter media. In stark contrast to this homogeneity, the removal of the contaminants was strongly stratified within each compartment, and decreased along the filter height. This apparent and longstanding conflict was resolved by quantifying the expressed proteome at different filter heights, revealing a consistent stratification of proteins catalysing ammonia oxidation and protein-based relative abundances of nitrifying genera (up to 2 orders of magnitude difference between top and bottom samples). This implies that microorganisms adapt their protein pool to the available nutrient load at a faster rate than the backwash mixing frequency. Ultimately, these results show the unique and complementary potential of metaproteomics to understand metabolic adaptations and interactions in highly dynamic ecosystems.

Washback Effects of High-Stakes Test: Perspectives of Economics Teachers and Students

This study examined the washback effects of the high-stakes test (WASSCE) on the teaching and learning of economics. Specifically, the study examined the perceived washback effects of WASSCE on economics teachers’ classroom instructional practices, implementation of the Economics syllabus, and students’ learning practices in Ghana. The study adopted a descriptive survey design. Ultimately, 600 and 100 SHS Economics students and teachers were selected for the study, respectively. Data were collected through a 5-point Likert scale questionnaire ranging from strongly agree to strongly disagree. Descriptive (mean and standard deviation) statistics were used to analyse the data that were obtained. The findings of the study revealed that the WASSCE Economics examination had negative washback effects on classroom instructional practices, implementation of the Economics syllabus, and students’ learning practices. The study recommends that Ghana Education Service and heads of institutions should provide appropriate in-service training to SHS teachers on testing practices and their effects to avoid the situation of teachers spending their instructional periods, preparing students for tests.

Backwash Effect of English Test for International Communication on College English Teaching

Any evaluation model plays a backwash effect on teaching. English Test for International Communication (ETIC) is a new evaluation method which focuses on examining students’ comprehensive English application ability and helps selecting talents. Through interviews and questionnaires, this paper studies the backwash effect of ETIC on college English teaching. The survey results indicate that ETIC has a positive backwash effect on college English teaching. Its effects are shown in the following three aspects: it helps optimize teaching content; it promotes the innovation of teaching methods; and it improves evaluation models. The results of this research can be used as reference for college English teaching reform.

Washback Effect of Vocational High School Final Examination: Indonesian EFL Teachers' and Students' Voices

The English final examination is no longer a high-stake test since National Examination (NE) was abolished in 2021 and replaced with the Ujian Satuan Pendidikan (USP). Therefore, this study explores the washback effects experienced by Indonesian EFL teachers and students and discovers teachers’ and students’ perceptions of the implementation of USP. Six participants, three Indonesian English Foreign Language (EFL) teachers, and three Public Vocational High School students in Singosari were interviewed to meet the research goals. The findings indicated that focusing on teaching to the test, cheating, and feelings and attitudes were the washback effects of the English final examination in implementing USP. Then, the English final examination still harms the teaching and learning process and teachers’ and students’ feelings and attitudes, even though it is not a high-stake test. Besides, the implementation of USP also reduces the washback effect of the English final examination.