Washback of the University Entrance English Exam (UEEE) on Teachers’ and Students’ Practices: The Case of Preparatory Schools in Amhara National Regional State
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Date
2012-06
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Addis Ababa University
Abstract
The main purpose of this study was to examine the influence of the UEEE on teachers’ and
students’ practices. Specifically, it examined the influence of the exam on the domains of
teaching and learning. It further explored mediating factors of washback on teachers’ and
students’ practices.
The study employed concurrent mixed methods research design. The participants of the study
were all the 62 Grades 11 and 12 English language teachers and 1,579 randomly selected
students from nine preparatory schools in Amhara National Regional State. Different
instruments were used to collect data. Classroom observations were conducted to look into what
teachers’ and students’ practices looked like. To assess teachers’ perceptions about the influence
of the exam on their practice and mediating factors of washback, questionnaire and interview
were utilized. On the other hand, to examine students’ perceptions about the influence of the
exam on their practice and mediating factors of washback, questionnaire and focus group
discussion were used. To further examine the influence of the exam on teachers’ and students’
practices, document anlyses were conducted on Grade 11 and 12 English syllabi, the UEEE, and
teacher-made tests. The collected data were analysed quantitatively and qualitatively.
Findings of the study reveal that the UEEE affected the domains of teaching and learning to be
exam-oriented. Teachers’ pervceived awareness of the exam, students’ learning attitudes,
external pressure in teaching, and their teaching experience mediated washback on their
practice. Correspondingly, students’ perceived ambition for success in the exam, importance of
the exam, awareness of the exam, external pressure in learning, and teachers’ teaching attitudes
mediated washback on their practice.
The exam yielded overt, strong, and harmful washback on teachers’ and students’ practices that
in turn led the implementation of the syllabi to be less successful.
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Keywords
University Entrance English Exam