TOEFL preparation courses: a study of washback

Abstract

'Washback' (sometimes also known as 'backwash') is the influence that writers on language testing, syllabus design and language teaching believe a test will have on the teaching that precedes it. Much has been written about the influence of testing on teaching. To date, however, little empirical evidence is available to support the assertions of either positive or negative washback. The English proficiency test TOEFL (Test of English as a Foreign Language: ETS) is among the best-known examinations in the field of ELT. The study reported in this article set out to investigate common claims that the TOEFL exerts an undesirable influence on language teaching. Our data consist of interviews with teachers and students, and observations made of two sorts of classes: 'normal' language proficiency classes, and parallel classes intended for students preparing to take the TOEFL. We observed both TOEFL preparation classes and non-TOEFL preparation classes by the same teachers in order to be able to separate washback from the TOEFL from any possible effect of individual teacher style. This study leads us to suggest that simple forms of washback hypotheses are too naive: influences on what happens in class are much more complex than unexamined beliefs about washback allow. The results of the study suggest the need for more complex hypotheses about washback.

An Investigation of the Difficulties Faced by EFL Undergraduates in Speaking Skills

“…In a word, proof of test washback was detected all through tutors' teaching practices. Their teaching practices tend to be influenced by aspects of examinations on washback (Alderson & Hamp, 1996). Washback covers every element affected by tests, from individuals to general society (Caine, 2005, p. 16).…”

A Comparative Analysis of IELTS and TOEFL in an Iranian Context: A Case Study of Washback of Standard Tests

“…In the recent years the study of washback has taken different angles. Researchers have shown interest of obtaining the washback effect of standard tests such as IELTS or the TOEFL tests (Saif, 2006;Green, 2005;Qi, 2004 andHamp-Lyons, 1996). Apart from these studies there are different studies of washback on other skills in non-native contexts (Shih, 2007;Andrews et al 2001;Badders, 2000 andHerman andGolan, 1993).…”

Washback Effect on Second Language Acquisition Test: A Case Study of College English Entrance Exam

“…A number of questions were quite similar in Q1 and Q2 so as to make comparisons, including language skills focused, materials used, medium of instruction of their English lessons, motivation to learn English, time allotment to study English, etc. Questionnaires derived from the framework of washback theories, namely "Washback Hypothese" [3] and "Basic Model of Washback" [4]. Besides, the author referred to questionnaires developed by Qi [5] and questionnaires developed by Cheng [6].…”