The Washback Effect of High-stakes Testing in EFL in Morocco

The term 'washback' is used to refer to the influence of testing on teaching and learning in the sense that tests and examinations have the potential to shape and control the attitudes and the behaviors of teachers as well as learners. Investigating washback has become a major trend in research about language testing. This book, therefore, provides an investigation of the washback phenomenon in the Moroccan context. With reference to the Moroccan English Baccalaureate examination, the book aims to describe how this examination affects teachers' choice of content, materials, and teaching methodology. The empirical part of this book is conducted in Fés, using classroom observations, post-observation interviews, and a structured questionnaire. The findings indicate that teaching practices are certainly affected by the presence of the examination. However, it must be noted that the teachers in the study are subject to different degrees of influence. On the basis of those findings, it is recommended that the format and content of the Moroccan English baccalaureate examination will have to be reconsidered.

Autorentext

The author is an EFL Teacher. He Holds a Master's degree in "Applied Language Studies and Research in Higher Education" from S.M.B.A. University in Fés. He obtained his Bachelor of Arts in Linguistics from Ibn Zohr University in Agadir. His Research interests include indigenous languages, multilingual matters, and issues in language testing.

Klappentext

The term 'washback' is used to refer to the influence of testing on teaching and learning in the sense that tests and examinations have the potential to shape and control the attitudes and the behaviors of teachers as well as learners. Investigating washback has become a major trend in research about language testing. This book, therefore, provides an investigation of the washback phenomenon in the Moroccan context. With reference to the Moroccan English Baccalaureate examination, the book aims to describe how this examination affects teachers choice of content, materials, and teaching methodology. The empirical part of this book is conducted in Fés, using classroom observations, post-observation interviews, and a structured questionnaire. The findings indicate that teaching practices are certainly affected by the presence of the examination. However, it must be noted that the teachers in the study are subject to different degrees of influence. On the basis of those findings, it is recommended that the format and content of the Moroccan English baccalaureate examination will have to be reconsidered.