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A Washback Effect Model for Investigating the Impact of High-Stakes Language Testing on Teaching and Learning

Han Gil Kim
현대영어교육학회 (The Modern English Education Society)|2023.12|현대영어교육 (Modern English Education)|제24권 |pp. 10-25|DOI 10.18095/meeso.2023.24.1.10

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키워드

활동이론activity theorywashback환류효과washback model환류효과 모형

초록

Since the early 1990s, effects of testing on teaching and learning have drawn increased attention. However, most studies in second language assessment have been quantitative. Although a few studies were qualitative, they lacked a conceptual or theoretical framework, thus failing to provide a comprehensive picture of washback. This is also true in the Korean context. An operational model is needed to effectively investigate washback. This paper reviews prior research studies that have introduced seminal washback hypotheses and empirically driven operational models. These studies have identified significant macro- and micro factors such as curriculum, perception, beliefs, students’ and teachers’ previous experiences, and tests that can impact teaching and learning. Based on a review of existing operational models, this paper proposes Engeström’s activity theory as a new and comprehensive model of washback that can be adopted in any context to analyze high-stake language examinations. These findings have theoretical and practical implications for qualitative washback research.

Abstract

Since the early 1990s, effects of testing on teaching and learning have drawn increased attention. However, most studies in second language assessment have been quantitative. Although a few studies were qualitative, they lacked a conceptual or theoretical framework, thus failing to provide a comprehensive picture of washback. This is also true in the Korean context. An operational model is needed to effectively investigate washback. This paper reviews prior research studies that have introduced seminal washback hypotheses and empirically driven operational models. These studies have identified significant macro- and micro factors such as curriculum, perception, beliefs, students’ and teachers’ previous experiences, and tests that can impact teaching and learning. Based on a review of existing operational models, this paper proposes Engeström’s activity theory as a new and comprehensive model of washback that can be adopted in any context to analyze high-stake language examinations. These findings have theoretical and practical implications for qualitative washback research.

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Suggestions for the Korean High School English Education: Washback and Classroom Innovation조보경사범대학부속중등교육연구소 · 중등교육연구2008 · 제56권 제1호What causes washback: Perceptions and behaviour.박상복한국영어교과교육학회 · 영어교과교육2012 · 제11권 제2호Rethinking High-Stakes Testing and Language Education Policy: From a Language Planning Perspective강정진, 이재근현대영어교육학회 · 현대영어교육2013 · 제14권 제4호Japanese University English Language Entrance Exams and the Washback Effect: A Systematic Review of the ResearchHannah Kunert, Simon Paxton, Tae Yamazaki범태평양 응용언어학회 · Journal of Pan-Pacific Association of Applied Linguistics2022 · 제26권 제2호Interlanguage Pragmatic Test Tasks: Does a Low-Stakes Test Have Washback to L2 Teachers and Learners?Ali Dabbagh, Zia Tajeddin아시아테플 · Journal of Asia TEFL2015 · 제12권 제4호Washback of the College English Test – Band Four on English Teaching and Learning in ChinaElvis Wagner, Linlin Wang아시아테플 · Journal of Asia TEFL2020 · 제17권 제4호

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