Summary of Washback Effect in EFL.
Name : Ngarsa Bumi Khalifah
NIM : 2302180052
The washback effect is a powerful phenomenon in English as a Foreign Language (EFL)
education that shapes teaching practices, learning behavior, and overall educational outcomes.
This effect stems from the interaction between testing and teaching, which has been widely
observed and debated, especially in contexts where standardized testing plays a major role in the
education system. The washback effect has both positive and negative effects on both teachers
and students. The positive effect can arise when tests are given in line with the teaching
objectives. For example, tests that assess speaking, listening, and writing. This can encourage
teachers to use student-centered strategies such as role-playing, group discussions, and project-
based learning. These methods not only prepare students for assessment but also improve their
ability to use English in real-world or real-life conversational situations. Additionally, this
positive effect can also motivate students who participate in learning activities because their
focus can shift from memorizing to acquiring practical skills.
On the other hand, negative effects occur when tests prioritize fragmented or isolated
knowledge, such as grammar rules or vocabulary in isolation. For this type of assessment,
teachers often focus on teaching for the test with a narrow focus on the content or material being
tested, causing the neglect of skills that are not yet tested such as speaking or listening. For
example, in many English classes, especially in test-driven contexts, activities such as grammar
drills or completing multiple-choice questions dominate teaching time. The effects of such
learning can lead to shallow learning, where students excel in passing exams but struggle to
communicate effectively in real-life situations or real-life conversations. Negative effects can
also hinder teachers' creativity in teaching, as teachers may feel constrained by rigid exam
formats that do not reflect the full spectrum of language use.
Several factors contribute to the extent and direction of the negative effects of EFL. First,
test design plays an important role. Tests that combine communicative and integrative tasks are
more likely to promote positive effects by encouraging authentic language use in instruction.
Second, the perceptions of stakeholders, including students, teachers, and administrators,
influence negative effects. For example, when these stakeholders perceive a test as high-stakes,
the pressure to achieve high scores often amplifies negative effects. Third, the availability of
resources for teachers, such as training programs, teaching materials, and institutional support.
This can determine their ability to adapt their methods to balance test preparation with
comprehensive language instruction.
The washback effect is a double-edged sword in EFL education, capable of driving both
positive and negative outcomes depending on how it is managed. Well-designed assessments
with communicative goals can drive positive impacts, encouraging meaningful learning and
practical language use. When tests are poorly designed, they often lead to narrow and shallow
learning practices limited to specific subjects or materials. To ensure positive effects,
stakeholders must prioritize assessments that reflect a range of language skills, particularly those
needed for real-world communication. By understanding and utilizing positive effects, EFL
education can evolve to better serve learners, equipping students with the skills they need for
academic success and real-world skills.
