Washback of the Public Examination on Teaching and Learning English

Washback influences a variety of teaching and learning areas directly and indirectly, either positively or negatively, or both. The key objectives of the study were to examine washback as a phenomenon relating to those areas that were most likely to be directly affected by the HSC examination in English.The findings of those studies have shown that, in most of the cases, tests narrow down the syllabus and curriculum, influence the selection of lesson contents, alter teaching methods and materials, but some have indicated that tests have limited or no impact on those areas.The study is potentially significant in that it offers educators and policymakers insights into English language teaching and learning at the HSC level. Most importantly, it highlights the voices of teachers and students, the very important people at the centre of the teaching and learning process. It finally advocates the needs for further research on the potential areas of washback.

Autorentext

Dr. M. Enamul Hoque teaches English as a Foreign Language (EFL) at the undergraduate and postgraduate levels. He has long experience in curriculum and syllabus design. He is an M.A. in English from Dhaka University. He has obtained his PhD Degree in Applied Linguistics and ELT. He publishes a number of research articles in the recognised Journal.