EFL Testing Washback: Assessment of Learning or Assessment for Learning?
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It has long been assumed that assessment exerts a powerful influence on second/ foreign language learning and teaching in a backward direction, and hence is the term language testing ‘washback’. Washback, a concept standing for the impact of a test on the teacher and the learner, the educational institution, the educational system, and the society as a whole, can be either beneficial – assessment for learning or harmful – assessment of learning. The present study was designed to explore the relations of testing washback to the learning of English as a foreign language EFL) at the undergraduate level in the Department of English at Jahangirnagar University, and anticipated enriching the existing relevant literature as well as improving the assessment system and instructional strategies in the department and thus EFL education at other identical settings. Four hypotheses consonant with the objectives of the study – Q1 Assessment impedes the implementation of the EFL syllabus at the undergraduate level in the Department of English at Jahangirnagar University. Q2 Assessment prevents the EFL students at the undergraduate level in the Department of English at Jahangirnagar University from doing the tasks and activities pertinent to their acquiring communicative skills. Q3 Assessment negatively impacts upon the materials used for teaching and learning EFL at the undergraduate level. Q4 Assessment negatively affects the EFL teaching methods and techniques at the undergraduate level. – were formulated to carry out the study. Sixty students learning EFL at the undergraduate level in the Department of English at Jahangirnagar University participated in the study. A valid and reliable questionnaire was administered to collect data from the participant population. Afterward the data were analyzed by employing the descriptive and contextual methods as well as SPSS program module. The analysis of the data revealed harmful testing washback as the students learned EFL for scoring good grades in the examinations, rather than acquiring communicative competence. That is, assessment appeared to be of learning, not for learning EFL at the undergraduate level. Based on the findings, the researcher put forward specific recommendations on rethinking and modifying the syllabus, classroom tasks and activities, language materials, teaching methods and techniques, assessment system, and responsibilities of the authority concerned.
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