Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
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Date
2016-03
Authors
Aldawood, Saad Fahad
Journal Title
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Volume Title
Publisher
Universiti Sains Malaysia
Abstract
In applied linguistics, the phenomenon of tests’ influences on teaching and learning is denoted by many educationalists as “washback” or “backwash” (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Because of the significant role that washback plays in instruction and learning, those connected to the learning and teaching processes are required to completely understand the concept of washback, as a common educational phenomenon, and how to manipulate it in a positive way. Continuous assessment (CA) has been introduced as a part of the examination and assessment innovation in the Saudi educational system. CA is intended to substitute the traditional assessment (summative assessment) to better assess and evaluate students' performance and achievement and improve the whole process of teaching and learning. This study investigates teachers' perception of the beneficial washback of CA and its impact on the English teaching and learning; and, more specifically, its impact on teachers' practices at the Technical and Vocational Training Corporation (TVTC) colleges in Saudi Arabia. It also investigates why CA beneficial washback is not utilized properly after the implementation of CA in TVTC colleges. This study involved 124 English teachers in 9 different TVTC colleges in Saudi Arabia. A mixed methods research design was used where data were collected through surveys, interviews, and classroom observation. It was found that the teachers acknowledged some of the underlying principles of CA and recognized its potential beneficial washback. Teachers' preparation and perception were also found to influence their classroom activities and assessment practices. However, the intended positive changes as a result CA implementation were below expectation. A number of factors facilitating or hindering the beneficial washback of CA were investigated and identified in this study such as teachers' perceptions of CA and students' English language proficiency. In brief, this study indicates that the impact of the beneficial washback of CA on teachers' practices in TVTC colleges after the implementation of CA seemed to be limited due to teachers' preparation and perception. To achieve the intended beneficial washback of CA, it is suggested that teachers' training, English proficiency and professional development are essential in order to improve their perceptions and teaching practices. Also, including other effective teaching approaches that can be used in their classroom instruction and CA context, particularly approaches that fulfill the needs of TVTC colleges' students, is highly significant.
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Keywords
Learning and teaching