O efeito retroativo de um exame de seleção no ensino de inglês

Abstract

This paper is based on my master dissertation in which I investigated the washback effect of a university entrance exam on the teaching of the English language in four different high schools in Brasília. The methodology of the study, which focused on the practice of six English teachers, triangulates data from classroom observations, interviews with teachers and their responses to questionnaires, analyses of exam samples and the exam program. The results show that there is a slight washback effect on the course content and lesson planning, classroom materials and evaluation procedures. Evidence of washback effect is not found on either the language teaching approach or methodological procedures.