Examination Washback Effect: Syllabus, Teaching Methodology and the Learners’ Communicative Competence

Abstract

Washback is known as the influence of testing on teaching, either positive or negative. In high-stakes examinations, however, the assessment driven curriculum leads to a negative washback effect in the Asian settings. This study was taken to evaluate implications of examination washback effect on teachers’ selection of methodology in English language teaching at higher secondary level in Pakistan and, to examine whether the present testing system has any effect on students’ communicative competence. A triangulation of data source was applied in this research where 128 higher secondary English language teachers participated. The research tools used for the study were document analysis, questionnaire for the teachers, classroom observation and subsequent interview with teachers. The qualitative and quantitative analysis of data revealed that teachers’ selection of methodology is directly influenced by examinations. The learners’ communicative competence is consequently affected by the teachers’ selection of methodology.

Key words: Washback effect, teaching methodology, communicative competence.