The Backwash Effect of IELTS on English Teaching in China

Abstract

The influence of language testing on curriculum design, teaching methods, and learning habits is referred to as the “washback effect.” This effect has an impact on the decisions made by students and teachers. Teachers may, for example, teach to a test, or learners may concentrate on parts of language acquisition that will be tested in their future courses. In language testing, the washback effect is usually categorised as either negative or positive, with the latter being referred to as wash-forward. When definitions of language competence are excessively narrow, it can be destructive to more flexible methods to language education; nevertheless, it can be useful when effective teaching techniques occur. Washback may also be helpful or bad depending on whether it aids or hinders the achievement of educational objectives. Teaching the curriculum becomes the same as teaching to the test if a test has positive washback. When there is a mismatch between the declared aims of teaching and the emphasis of assessment, negative washback can develop, leading to the abandoning of instructional goals in favour of test preparation.