LANGUAGE IN INDIA

How does Washback Work
on the EFL Syllabus and Curriculum?
A Case Study at the HSC Level in Bangladesh

M. Maniruzzaman, M.A., M. Phil., Ph.D.
M. Enamul Hoque, M.A., M. Phil., Ph.D.

Abstract

The way in which public examinations influence teaching and learning is commonly known as "washback" or backwash. The washback effect, or the influence of testing on the syllabus and curriculum, appears in any classroom situation. Washback influences the treatment of syllabus and curriculum, and this influence on teachers' teaching attitudes is quite superficial. The washback influences teachers about what to teach, and how to teach. The purpose of this study was to investigate the washback effects on the syllabus and curriculum at the Higher Secondary Certificate (HSC) level in Bangladesh. The study tried to examine the relationship between the curriculum and the textbooks, and the relationship between the curriculum and the HSC public examination.

The target population was higher secondary students and teachers. Data were collected through questionnaires. Findings indicate that the public examination associated with educational reform has an influence on teachers' curricular planning and instruction. It is found that the teachers often have a tendency to "teach to the test"; students are willing to focus only on those subjects and skills that are going to appear in the examination. The study also discovers that the students do not cover the syllabus of the HSC due to test pressure. The study explores that the maximum teachers are not aware of the objectives of the English syllabus and curriculum, and they largely depend on the 'hidden syllabus' published by unauthorized external sources. The investigation discloses teachers' lack of knowledge about how to change their teaching methods to align with the curriculum objectives; therefore, the test exerts negative washback on teaching and learning.

Finally, on the basis of current understandings of washback, some suggestions and recommendations are put forwarded. However, the results of the study seem to indicate that only if the student studies towards the examination, the intended qualitative learning will hardly occur, especially, in the period of examination preparation.

1. Introduction

Washback, a term commonly used in applied linguistics, refers to the influence of language testing on teaching and learning. The way in which public examinations influence teaching and learning is commonly described as washback or backwash. Tests are assumed to be powerful determiners of what happens in classrooms, and it is commonly claimed that tests affect teaching and learning activities both directly and indirectly. It has long been affirmed that tests exert a powerful influence on language learners who are preparing to take these exams, and on the teachers who try to help them prepare.

The first washback study was conducted by Kellaghan et al. (1982), then Wesdorp (1982) and Hughes (1988). It should be pointed out that the former was a general education study and not specific to language education. In their ensuing discussion, it is clear that evidence of either beneficial or harmful was often tenuous remaining unproven or, at best, inconclusive. For example, to take the Kellaghan et al. (1982) study looked at the impact of introducing standardised tests in Irish Schools as a case in point. Afterwards, Washback on learners was a topic seldom discussed in 1990s, and has gotten more attention from the researchers since the 21st century. The Sri Lankan impact study conducted by Wall & Alderson (1993) is often cited as a landmark study in the investigation of washback. It may be mentioned that, the present study is the pioneer research work conducted in Bangladesh on this particular pedagogical field.

Washback affects various aspects of teaching and learning: stakeholders, syllabus and curriculum, materials, teaching methods, testing and mediating factors, learning outcomes, feelings, attitudes, and learning, etc. Existing washback models and hypotheses contend that tests alone or at least for the most part trigger the perceived washback effects, but empirical studies show that both testing and mediating factors play essential roles involved in the mechanism of washback effects. Biggs (1995) uses the term 'backwash' to refer to the fact that testing drives not only the curriculum, but teaching methods and students' approaches to learning (P.12).

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