Washback and the classroom: the implications for teaching and learning of studies of washback from exams

• Published in: Language teaching research : LTR Vol. 9; no. 1; pp. 5 - 29
• Main Author: Spratt, Mary
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA SAGE Publications 01-01-2005; Turpin; Sage Publications Ltd
• Subjects: Curriculum; Curriculum subjects: programmes and methods; Educational sciences; English (Second Language); English Instruction; English language; Guidelines; Instructional Materials; Language Tests; Learning; Modern language; Second Language Instruction; Second Language Learning; Student Attitudes; Teacher Role; Teachers; Teaching; Teaching Methods; Testing; Washback; Learning; Language Teaching; English; Teacher role; Teacher; Teaching method; Examination
• ISSN: 1362-1688; 1477-0954
• DOI: 10.1191/1362168805lr152oa

This paper reviews the empirical studies of washback from external exams and tests
that have been carried out in the field of English language teaching. It aims to do
so from the point of view of the teacher so as to provide teachers with a clearer
idea of the roles they can play and the decisions they can make concerning washback.
The paper begins by defining its use of the term ‘washback’,
then goes on to identify the areas in which washback has been noted by the studies.
It next examines what intervening factors the studies have indicated influence
whether and to what degree washback occurs. This examination highlights how much
washback cannot be considered an automatic or direct effect of exams. Finally, the
paper pulls together suggestions from the washback literature on how to teach
towards exams and indicates areas of classroom practice that these could be applied
to. The paper shows how crucial a role the teacher plays in determining types and
intensity of washback, and how much teachers can therefore become agents for
promoting positive washback.