Washback in Language Testing

Raad Thaidan

doi:doi:10.11648/j.edu.20150401.12

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Washback in Language Testing

Raad Thaidan

Published in Education Journal (Volume 4, Issue 1)

Received: 25 December 2014 Accepted: 13 January 2015 Published: 23 January 2015

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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.

Published in	Education Journal (Volume 4, Issue 1)
DOI	10.11648/j.edu.20150401.12
Page(s)	5-8
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Impact, Stakeholders, Test-Takers, Scholastic Environment, Pedagogical Practice

References

[1]	Alderson, J Charles & Banerjee Jayanti. (2001). Language Testing and Assessment. Camridge: Cambridge University Press.
[2]	Bachman, L. and Palmer, A. (2010). Language Assessment in Practice. Oxford: Oxford University Press.
[3]	Bachman, L. and Palmer, A. (2000). Language Assessment in Practice 3rd.ed. Oxford: Oxford University Press.
[4]	Brown, H. Douglas. (2004). Language Assessment. Longman: Pearson Education, Inc.
[5]	Brown, J. Dean & Hudson, T. (2002). Criterion-refrenced Language Testing. New York: McGraw-Hill.
[6]	Cheng, L., Watanabe, Y., & Curtis, A. (2004). Washback in Language Testing. New Jersey: Lawrence Erlbaum Association, Inc.
[7]	Elder, C., Brown A., Grove N., Hill K., Iwashita N., Lumley T., McNamara T. & O'Loughlin, Ellis Simon and Tod Janet. (2015). Promoting Behavior for Learning in the Classroom. NY: Rutledge (Taylor & Francis Group).
[8]	Fulcher, G. & Davidson, F. (2007). Language Testing and Assessment (1st.ed.). London: Routledge Press.
[9]	Hughes, A. (2003). Testing for Language Teachers (2nd.ed.). UK: Cambridge University Press.
[10]	Loumbourdi, L. (2014). The power and Impact of Standarised Tests. New York: PETER LANG Gnbh.
[11]	O’Loughlin K. (1998). Studies in Language Testing. Cambridge: Cambridge University Press..
[12]	Ur, P. (1996). A course in Language Teaching (1st.ed.). UK: Cambridge University Press.
[13]	Weir, Cyril, J. (2005). Language testing and Validation. UK: Palgrave Macmillan

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Raad Thaidan. (2015). Washback in Language Testing. Education Journal, 4(1), 5-8. https://doi.org/10.11648/j.edu.20150401.12

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ACS Style

Raad Thaidan. Washback in Language Testing. Educ. J. 2015, 4(1), 5-8. doi: 10.11648/j.edu.20150401.12

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AMA Style

Raad Thaidan. Washback in Language Testing. Educ J. 2015;4(1):5-8. doi: 10.11648/j.edu.20150401.12

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@article{10.11648/j.edu.20150401.12,
  author = {Raad Thaidan},
  title = {Washback in Language Testing},
  journal = {Education Journal},
  volume = {4},
  number = {1},
  pages = {5-8},
  doi = {10.11648/j.edu.20150401.12},
  url = {https://doi.org/10.11648/j.edu.20150401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150401.12},
  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.},
 year = {2015}
}

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TY  - JOUR
T1  - Washback in Language Testing
AU  - Raad Thaidan
Y1  - 2015/01/23
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150401.12
DO  - 10.11648/j.edu.20150401.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 5
EP  - 8
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150401.12
AB  - 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.
VL  - 4
IS  - 1
ER  -

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Author Information

Raad Thaidan

Ufuk University, Department of ELT, Ankara, Turkey

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APA Style

Raad Thaidan. (2015). Washback in Language Testing. Education Journal, 4(1), 5-8. https://doi.org/10.11648/j.edu.20150401.12

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ACS Style

Raad Thaidan. Washback in Language Testing. Educ. J. 2015, 4(1), 5-8. doi: 10.11648/j.edu.20150401.12

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AMA Style

Raad Thaidan. Washback in Language Testing. Educ J. 2015;4(1):5-8. doi: 10.11648/j.edu.20150401.12

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@article{10.11648/j.edu.20150401.12,
  author = {Raad Thaidan},
  title = {Washback in Language Testing},
  journal = {Education Journal},
  volume = {4},
  number = {1},
  pages = {5-8},
  doi = {10.11648/j.edu.20150401.12},
  url = {https://doi.org/10.11648/j.edu.20150401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150401.12},
  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.},
 year = {2015}
}

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TY  - JOUR
T1  - Washback in Language Testing
AU  - Raad Thaidan
Y1  - 2015/01/23
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150401.12
DO  - 10.11648/j.edu.20150401.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 5
EP  - 8
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150401.12
AB  - 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.
VL  - 4
IS  - 1
ER  -

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