The washback effect of the iranian universities entrance exam: Teachers' insights

Hadi Salehi, Melor Md Yunus

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The Entrance Exam of the Universities (EEU) in Iran is a multiple-choice high-stakes test which clearly affects its stakeholders. This effect, generally known as washback, can be considered negative or positive depending on the test and its intended use. The EEU is designed to screen the high school graduates for admission into higher education. This study aimed to investigate the washback effect of this high-stakes test on the Iranian high school English teachers. To achieve the aim of the study, a validated survey questionnaire was administered to stratified random sample of 132 high school English teachers who were teaching in the five main educational districts in the city of Isfahan, Iran. The data analysis revealed that the EEU negatively and implicitly influences English teachers to teach to the content and format of the test. Additionally, little attention was given to three language skills of speaking, writing, and listening in the classroom as these skills are not tested in the EEU.

Original languageEnglish
Pages (from-to)609-628
Number of pages20
JournalGEMA Online Journal of Language Studies
Volume12
Issue number2
Publication statusPublished - May 2012

Fingerprint

university
teacher
Iran
school graduate
random sample
school
speaking
data analysis
stakeholder
district
classroom
Washback
questionnaire
Teaching
language
High School
English Teachers
education
High-stakes
Education

Keywords

  • Entrance exam of the universities (EEU)
  • High-stakes test
  • Stakeholder
  • Teachers' perspectives
  • Washback

ASJC Scopus subject areas

  • Literature and Literary Theory
  • Language and Linguistics
  • Linguistics and Language

Cite this

The washback effect of the iranian universities entrance exam : Teachers' insights. / Salehi, Hadi; Md Yunus, Melor.

In: GEMA Online Journal of Language Studies, Vol. 12, No. 2, 05.2012, p. 609-628.

Research output: Contribution to journalArticle

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