Washback in Language Testing
Education Journal
Volume 4, Issue 1, January 2015, Pages: 5-8
Received: Dec. 25, 2014; Accepted: Jan. 13, 2015; Published: Jan. 23, 2015
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Author
Raad Thaidan, Ufuk University, Department of ELT, Ankara, Turkey
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Abstract
The term Washback or Backwash has come to the prominence in the literature of English language teaching due to the contributions of Applied Linguistics in the field of ELT. It denotes to the influence which brims from the ongoing testing process on teaching and learning concerns. This term nowadays plays a critical role inside and outside the educational institutions in terms of positive or negative outcomes. Hence, the mismatch among the context, format, examination, and the instructional management would lead into derailing to achieve curriculum objectives, effectively. Such scenario will daunt English language learners to further their communicative competence to learn and affect on the stakeholders perspectives, forwardly. It is worth of note that, researchers in the field of ELT like Wall (1997) made a clear distinction between the micro-washback (the effects on learners and teachers inside the school) and the macro-washback (the impacts on individuals, practices, and policy makers). Consequently, this term has the capacity to create a positive or negative condition which in turn can enhance or obstacle language learning process or stakeholder’s strategic attitudes.
Keywords
Impact, Stakeholders, Test-Takers, Scholastic Environment, Pedagogical Practice
To cite this article
Raad Thaidan, Washback in Language Testing, Education Journal. Vol. 4, No. 1, 2015, pp. 5-8. doi: 10.11648/j.edu.20150401.12
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