Washback Effect of High-Stakes English Language Tests on the Learning Behaviours of Ghanaian ESL Learners

Abstract

The term washback or backwash is used in Applied Linguistics to refer to the impact of second/foreign language testing on learning behaviours, teaching practices, and curriculum design. The Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) English language tests administered by the West African Examinations Council (WAEC) are high-stakes tests which have very important consequences for the junior and senior high school leavers. The English language syllabus for both junior high school and senior high school levels has listening, reading, writing, and speaking components. Unfortunately, the BECE and WASSCE English language tests do not assess students on all the language skills. Although the WASSCE English language test has oral English component (which was introduced in 1999), it assesses candidates on listening comprehension only. Since teachers and students are likely to concentrate on what is going to be assessed, there may be negative washback effect on teaching and learning of English language in junior and senior high schools in Ghana. This paper reports on the washback effect of high-stakes English language tests on the learning behaviours of Ghanaian ESL learners. A total of 344 students from 3 junior high and 5 senior high schools were purposively sampled for the study. Qualitative and quantitative analysis of data revealed that the BECE/WASSCE influenced how students learnt English, and that they wanted their teachers to concentrate on language areas that would only make them perform well in the high-stakes tests. This confirms the Alderson and Wall’s washback hypotheses that a test will influence what and how learners learn.

DOI: 10.7176/JEP/12-30-10

Publication date:October 31^st 2021