INTRODUCTION
Background to the study
Tests significantly impact educational processes, affecting both language learners preparing for assessments and the teachers guiding them It is commonly assumed that teachers modify their teaching methods and lesson content based on the knowledge that their students are preparing for specific tests, aligning their instruction with the demands of those assessments.
My experience teaching at Tien Giang University and the Tien Giang University-Center of IT and Foreign Languages highlights significant differences in English instruction between these institutions Students at the Center exhibit high motivation, actively participating in classes and engaging in activities they find interesting Their instructors effectively integrate listening, speaking, reading, writing, and structural expressions into their lessons However, a shift in EFL testing in 2010 changed the focus for students, with those from Course 09 onward taking TOEIC-oriented tests that emphasize listening and reading skills, leaving little room for speaking practice This raises concerns about how the methods of teaching English at the university are heavily influenced by the types of assessments used to evaluate students' proficiency.
English language tests, embedded in political and social contexts, contribute to decisions of critical importance in today‟s world, and yet the growing dominance
The rise of English as a global language has led to an increased demand for worldwide English testing, with prominent examples including the International English Language Testing System (IELTS), the Test of English as a Foreign Language (TOEFL), and the Test of English for International Communication (TOEIC) Despite their significant political and social implications, there has been limited research on the consequences of these examinations.
Despite the TOEIC test's significant impact on university graduation for students, there has been a surprising lack of research on its effects on English language teachers and learners This study aims to fill that gap by examining EFL teachers' perceptions of the TOEIC test's washback on teaching practices at Tien Giang University, addressing a critical need for research in this field.
Rational of the study
The research topic I have chosen is related to “washback of the TOEIC test on teaching practice”
Washback, a key concept in this study, refers to the influence that tests exert on the attitudes, behaviors, and motivation of both teachers and learners prior to the test, despite typically occurring at the end of a language course (Pearson, 1988) It is overly simplistic to assume that tests alone can drive the desired changes in teaching and learning, as education is influenced by a myriad of factors, including the school environment, administrative messages, and the expectations of both teachers and students Saif (2000) emphasizes the importance of analyzing the needs and objectives of learners and educational systems as a foundational step in researching washback.
Washback effects have been widely recognized in general education, highlighting the belief that testing significantly influences the teaching and learning process This phenomenon suggests that assessments shape not only the content delivered but also the methods employed in instruction and the outcomes of learning, often more so than the established curriculum itself.
The TOEIC test is a leading English language assessment in Asia, with over four million test-takers since its launch A comparative analysis of research on the TOEIC versus other tests like the TOEFL and IELTS reveals significant gaps in the existing literature, indicating that further investigation into the TOEIC is necessary.
The concept of "washback" or "backwash" is increasingly gaining attention among researchers (Hughes, 1993; Wall and Horak, 2008; Cheng & Curtis, 2004; Spratt, 2005) However, this topic remains relatively unexplored in Vietnam, particularly in Tien Giang province Notably, Elton and Laurillard (1979) assert that altering the assessment system is one of the most effective ways to influence student learning, highlighting the significant relationship between testing and teaching.
In many educational contexts, teachers rely heavily on traditional pedagogy, often neglecting to question the purpose of testing and their teaching methods Despite receiving training in modern approaches like textbook adaptation and communicative language teaching, they tend to stick to familiar methods, believing only these can yield results This focus leads to a teaching practice centered on test preparation and high scores, rather than genuine language acquisition Consequently, studying washback becomes crucial for enhancing the effectiveness of the teaching and learning process.
Research Aims
This study investigates the washback phenomena in English as a Foreign Language (EFL) testing at Tien Giang University, focusing on EFL teachers' perceptions of the TOEIC® test's impact on their classroom practices The research aims to understand how the TOEIC test can promote positive teaching and learning outcomes Additionally, the study offers implications and recommendations to enhance positive washback in EFL education.
Research Scope
This study investigates EFL teachers' perceptions of washback at Tien Giang University, focusing on instructors responsible for teaching English as a non-major subject The research specifically examines the views of teachers regarding the impact of assessment on teaching and learning among students from the 2010-2014 cohort and beyond.
Research Questions
To collect EFL teachers‟ perceptions about washback on their teaching practices and the school curriculum, three research questions were developed The three questions are as follows:
How do EFL teachers perceive the TOEIC ® test and its role in the curriculum of Tien Giang University?
To what extend does the TOEIC-oriented curriculum influence EFL teachers‟ teaching practice?
What are EFL teachers‟ perceptions of the washback effects of the TOEIC on their teaching practice?
Research Significance
This research holds significant implications for EFL TOEIC teachers, as it addresses their relative neglect in washback research By focusing on their experiences, the study can lead to improvements in the TOEIC preparation process, aligning it more closely with effective language teaching practices Additionally, allowing teachers to voice their opinions on the washback they encounter can enhance their engagement and satisfaction in the teaching process This significance is underscored by a strong demand for further evaluation of the TOEIC test and its impact on both university curricula and teaching methodologies.
This research is important for TOEIC teachers and participants as it offers insights that can enhance teaching methods By understanding the context better, educators can adapt their approaches to effectively determine what and how to teach, ultimately improving the learning experience for students.
This study also serves as a potential foundation for washback researchers That is, its motivations, methods, and findings can be used by other washback researchers for further investigation.
Research Outline
Chapter I – Introduction – looks at the study of English as a Foreign Language (EFL) and EFL tests within the context of Tiengiang University It deals with an overview of the study It states the background, the rationale, the significance, the aims, the research questions, the scope and the organization of the research In particularly, the discussion focuses on the „mismatch‟ that occurs between the official curriculum and the content of actual EFL achievement tests at the university
Chapter II – Literature Review – examines the phenomenon of washback with a review of the published literature in the field After the notions of test
The article examines the various types of test washback, particularly focusing on the perceptions of teachers at Tiengiang University regarding the impact of their current EFL tests This discussion is framed within the context of the "Washback Hypothesis" proposed by Alderson and Wall in 1993.
Chapter III – Methodology – details the data collection methodology being used to investigate the teachers‟ perceptions of washback of existing EFL tests An outline of the research context is provided along with details of teachers taking part in all aspects of the study
Chapter IV – Findings and Discussions – reports the findings from the questionnaires and the interview The data are graphed and interpreted Also in this chapter, some issues related are discussed thoroughly Firstly, however, the issue of positive washback is considered Then, the question whether positive washback can be nurtured and fostered is analysed and discussed in greater detail An outline of strategies of promoting positive washback that conforms to the philosophy of the official EFL syllabus at Tiengiang University is also offered in this chapter
Finally, Chapter V – Conclusion – summarizes the results of the study Meanwhile, this chapter discusses the research findings and looks at the implications and recommendations for further studies, too
The reference source list and appendices are enclosed at the end of this research The appendices consist of teachers‟ questionnaires and in-depth interview questions
LITERATURE REVIEW
Definitions of Key Terms
The impact of tests on teaching and learning has been extensively examined in the field of education (Morris, 1990; Smith, 1991; Shepard, 1993; Vallete,
Tests can significantly influence not just the classroom environment but also the broader community, a phenomenon known as test impact (McNamara, 2000) This impact encompasses effects on individuals, educational policies, and practices at various levels, including within schools and the wider educational system (Wall, 1997).
In 1996, the term "test impact" was introduced to describe the effects of tests on individuals, educational systems, and society as a whole This paper narrows the focus of "test impact" to specifically examine the effects of tests on teachers, aiming to explore their perceptions of the washback associated with the TOEIC test.
Since 1993, numerous studies have emerged on the topic of washback Although various explanations of the term „washback‟ can be found, no definitive agreement has been reached
According to Alderson & Wall (1993), washback compels “teachers and learners to do things they would not necessarily otherwise do because of the test.”
Washback refers to the impact of testing on both teaching and learning, as highlighted by Gates (1995) and further explored by Shohamy, Donitsa-Schmidt, and Ferman (1996) in terms of the relationship between testing and learning Messick (1996) elaborates on this concept by defining washback as the degree to which the implementation of a test affects language teachers and learners, prompting them to engage in behaviors that either facilitate or hinder language acquisition.
Washback refers to the impact of testing on teaching and learning, as described by Bailey (1996) Messick (1996) expanded on this definition, stating that washback encompasses the effects a test can have on individuals, educational policies, and practices across various levels, including classrooms and society at large Cheng (2005) offered a broader perspective, defining washback as both the intended and unintended consequences of changes in public examinations on curriculum and teaching methods.
Washback can be defined from two key perspectives: a narrow, micro-level focus within the classroom and a broader, macro-level view that extends beyond the classroom environment.
According to Bachman & Palmer (1996), washback at a macro level pertains to the impact of a test on society, influencing areas such as government policy, school administration, publishing, and broader educational practices.
Washback refers to the impact of testing on various educational stakeholders, particularly within the classroom environment It influences curricular changes and teaching methodologies, as well as student learning outcomes According to Bailey (1996), "washback to the learners" highlights the effects of tests on students, while "washback to the programme" addresses the implications for teachers, administrators, curriculum developers, and counselors.
Washback refers to the impact of testing on teaching and learning, with a narrow definition focusing on classroom effects and a broader perspective considering its influence on educational systems and society According to Wall (2008), tests can significantly affect individuals and shape practices and policies at various levels, including the classroom, school, educational system, and society as a whole.
This study adopts a micro-level interpretation of washback, focusing on how a test influences classroom dynamics Specifically, it examines the impact of testing on curriculum changes, teaching methodologies, and student learning outcomes.
The terms "impact" and "washback" in language testing are often used interchangeably, which can lead to confusion; however, they represent distinct concepts "Impact" generally refers to the broader effects of testing on the educational landscape, while "washback" specifically addresses how a test influences teaching and learning practices Understanding these differences is essential for examining the contextual boundaries of washback in educational settings.
According to Wall (1997), "impact" is a comprehensive term that encompasses the various effects tests may have on individuals, policies, or practices across different levels, including the classroom, school, educational system, and society at large (p 291) Similarly, Bachman and Palmer (1996) also acknowledge the significance of these impacts in their work.
Washback refers to a test's influence on individuals, educational systems, and society, as highlighted by Bachman and Palmer (1996) They identify two levels of impact: the micro level, which focuses on the effects on individual students and teachers, and the macro level, which examines the broader societal and educational implications This relationship suggests that washback is a key aspect of overall impact, with both levels often interacting, leading to the frequent interchangeability of the terms "impact" and "washback."
Some authors distinguish between "impact" and "washback" as unique yet related concepts, while others view one as a subset of the other, and some use the terms interchangeably.
Such definitions refer only to washback in terms of the influence that tests might have on the language classroom and the participant roles of teachers and
The author aims to adopt a more specific definition of washback in this project, concentrating on the impact that tests have on teaching practices and the school curriculum.
Reviewing literature on the influence of tests on teaching practice
The title of an article written by Alderson & Wall (1993) posed the following question: “Does Washback Exist?” In the article, they put forward the
The 15 washback hypotheses highlight the various influences of testing on teaching, learning, content, rate, sequence, degree, depth, and attitudes, as well as the number of teachers or learners impacted The specific hypotheses proposed depend on the test's nature, the educational context, and the decisions made based on test results Additionally, several societal, educational, and institutional variables play a crucial role in shaping the manifestation of washback.
When examining washback, it is essential to consider the participants involved—teachers, students, materials developers, and publishers—as well as the processes they engage in and the outcomes of learning, as outlined in Hughes's trichotomy model Watanabe further clarifies the complexity of washback by identifying key dimensions such as specificity, intensity, length, intentionality, and value, along with the various learning and teaching aspects influenced by examinations Additionally, he highlights the mediating factors that affect the washback process, including test-related, prestige, personal, and macro-contextual factors.
Usually researchers focus on one aspect or type of washback In Alderson
& Wall and Wall‟s study in Sri Lanka (Alderson & Wall, 1993; Wall, 1996), the introduction of a test of English as a foreign language proved to produce faster
12 changes in the content of teaching than changes in teaching methodology Cheng
In 1997, a study on the washback effect of the Hong Kong Certificate of Education Examination revealed that this effect rapidly influences changes in teaching materials, while it more gradually and with difficulty impacts the methodologies employed by teachers Cheng's findings highlight the contrasting pace of these changes in educational practices.
„washback intensity‟ to refer to the “degree of washback effect in an area or a number of areas that an examination affects most” (p.7)
Andrews et al (2002) discovered that the effects of a test can manifest either immediately or after some time Their research indicates that washback is mainly linked to "high-stakes" tests, which are critical assessments influencing significant decisions, such as admissions to higher education or job opportunities (Chapman and Snyder, 2000) This highlights the considerable impact that such assessments can have on various sectors (Madaus, 1990 in Shohamy, Donitza-Schmitdt & Ferman).
1996) identifies as „high‟ such situations when admission, promotion, placement or graduation are dependent on the test
Research indicates that standardized tests can serve as a catalyst for educational change, influencing various elements such as textbooks and staff to enhance student performance (Person, 1988 in Cheng, 1997) Cheng (2000) highlights that in centralized educational systems, tests are often implemented to improve teaching and learning without necessitating changes to other components of the system In fact, these assessments are viewed in some countries as a driving force behind the execution of educational policy (Petrie, 1987 in Cheng, 2000).
Here are nine hypotheses highlighting more specifically some of the ways in which a test might have effects upon teaching practice
2 A test will influence what teachers teach
3 A test will influence how teachers teach
4 A test will influence the rate and sequence of teaching
5 A test will influence the degree and depth of teaching
6 A test will influence attitudes to the content, method, etc of teaching and learning
7 Tests that have important consequences will have washback, and conversely
8 Tests that do not have important consequences will have no washback
9 Tests will have washback on all learners and teachers
Alderson & Wall (1993), however, observe that “[t]he Washback Hypothesis seems to assume that teachers and learners do things they would not necessarily otherwise do because of the test”
Teachers and students often adjust classroom activities to align with test requirements, particularly when the stakes are high for students' futures and teacher effectiveness is evaluated based on pass rates This test-driven approach significantly impacts classroom dynamics and instructional methods.
(referred to as washback by language testers) is, of course, very important; this washback effect can be either beneficial or harmful
(Buck, 1988, p.42) Accordingly, Messick (1996), noting that as washback can have either harmful or positive effects, describes it as „the extent to which the introduction
14 and use of a test influence language teachers and learners to do things they would not otherwise do that promote or inhibit language learning‟ (p.241)
Alderson & Wall (1993) emphasize that when teachers utilize tests to enhance student engagement and preparation, it results in positive washback Conversely, if teachers are anxious about poor test outcomes and the guilt that accompanies them, this can drive a focus on teaching to the test, leading to a narrowed curriculum and ultimately negative washback.
Generally, washback can be analyzed according to two major types: positive and negative, depending on whether it has a beneficial or harmful impact on educational practices (Hughes, 1989)
Washback is prominently observed in test-preparation classrooms, serving as a key focus for analysis (Alderson & Wall, 1993; Qi, 2007; Read & Hayes, 2004) It can be classified into two main types: positive and negative, based on its impact on educational practices This study investigates both positive and negative washback effects, particularly in relation to classroom environments and teaching methodologies.
Negative washback refers to the undesirable effects of testing on teaching and learning, as defined by Alderson and Wall (1993) Shohamy (1996) highlights that tests can induce significant anxiety and pressure among teachers, who feel their performance is judged based on student test scores Furthermore, Smith (1991) notes that testing programs can limit instructional time, narrow the curriculum, and restrict teachers' ability to employ diverse teaching methods and materials that do not align with standardized testing formats.
Conversely, positive washback can be understood according to Messick‟s
In 1996, the comparison was made between preparing for a test and acquiring a language through authentic methods Alderson and Wall (1993) highlighted that a beneficial aspect of test washback is the motivation it provides for both teachers and learners to achieve their educational objectives Furthermore, the Language Testing and Training Center (2008) emphasized that assessments should foster the concept of lifelong learning and inspire individuals to pursue English language skills.
Bailey (1996) emphasizes that the positive and negative washback of a test is influenced by how effectively test preparation aligns with the goals of stakeholders such as teachers, students, and test developers To foster positive washback, tests should engage both students and teachers in meaningful learning and teaching activities that address their needs Alderson and Wall (1993) further contend that even a subpar test can yield positive washback if it motivates learners and teachers, prompting students to complete homework and take the subject seriously, while encouraging teachers to prepare lessons more thoroughly Conversely, a well-designed test may inadvertently lead to negative outcomes, such as increased anxiety among learners or stress for teachers.
… the fear of poor results, and the associated guilt, shame, or embarrassment, might lead to the desire for their pupils to achieve high scores in whatever way seems possible
(Alderson and Wall, 1993, p.118) 2.2.3 Washback from high-stake tests
According to the „Washback Hypothesis‟ (Anderson & Wall, 1993, p.120)
“tests that have important consequences will have washback” In other words, high-stakes tests will have a greater influence on teaching and learning Examples
16 of high-stakes tests include IELTS®, TOEFL, and TOEIC which assess non- native English speakers‟ language proficiency
The influence of high-stakes tests on the curriculum is significant, driven by the perceptions surrounding these assessments Their power can shape educational priorities and drive curricular innovation.
Research on high-stakes tests indicates a notable washback effect, primarily influencing the content taught rather than the teaching methodologies used by educators For instance, Cheng's findings support this observation.
In 1997, a study examined the impact of changes to the Hong Kong Certificate of Education Examination (HKCEE) in English on teaching and learning The findings indicated that washback effects were present, primarily influencing the modification of teaching materials However, there was no conclusive evidence that these changes to the test significantly altered teaching methods employed by educators.
Research by Watanabe (1996) highlights that in Japan, teachers' reliance on grammar-translation methods is significantly influenced by the content of university examinations, which create a washback effect for some educators However, the study also reveals that individual factors, including educational background, personal beliefs, and teaching experience, play a crucial role in determining the methodologies adopted in the classroom (p.330).
Identifying the Research Context
2.3.1 The TOEIC ® test: An introduction
The TOEIC® test was created in the 1970s by Chauncey Group International, a part of ETS, in response to a request from the Japanese government for a workplace-focused English proficiency assessment Initially administered in Japan to 2,710 examinees, the test format remained unchanged for over 20 years In 2006, ETS updated the Standard TOEIC by adding speaking and writing modules, enhancing its assessment of "everyday English skills" for individuals in international work environments The revised test now measures how effectively people can communicate in English within business, commerce, and industry settings.
The Standard TOEIC is a two-hour, pencil-and-paper test that evaluates English proficiency through two sections: reading and listening, each comprising 100 multiple-choice questions The test covers a variety of contexts relevant to general business, finance, corporate development, travel, entertainment, and health.
2002) The part score scales range between 5 and 495 The total score is achieved by adding the two part scores thus providing for a total score scale ranging from
Every year, approximately 5 million TOEIC tests are conducted globally for public and private sector organizations to evaluate English language proficiency, specifically focusing on listening and reading skills.
Despite its widespread use and popularity over the past 30 years, the TOEIC has not been the subject of extensive validity research by independent scholars or ETS, especially when compared to the TOEFL Chapman (2003) points out that the journal Language Testing has not sufficiently addressed this issue.
18 published eight articles on the TOEFL between 1990 and 2003, no articles were dedicated to the TOEIC
2.3.2 The TOEIC test within the research settings
At Tien Giang University, the Standard TOEIC test has garnered significant attention from educators as students' scores serve as a benchmark for evaluating the effectiveness of English language programs Since the 2010-2011 academic year, the curriculum has been tailored to be TOEIC-oriented, requiring students to achieve a minimum score of 350 for graduation This requirement has led to considerable concern among both students and teachers regarding the test's implications.
2.3.3 Washback and the TOEIC test
Several studies have examined the impact of the TOEIC test on higher education programs and faculty, particularly focusing on its role in student placement and selection (Ikeda, 2005; Iwabe, 2005) Research by Iwabe and Ikeda highlighted the implementation of the TOEIC as a criterion for streaming students at Yamaguchi University in Japan, emphasizing its function as a standardized proficiency measure for academic placement.
In a study by Iwabe (2005), teachers at Yamaguchi University expressed gratitude for the use of TOEIC as a placement test, which helped to streamline classes and reduce reliance on subjective assessments Many educators believed that establishing a minimum TOEIC score as a graduation requirement communicated the importance of learning during students' English studies Prior to the TOEIC's implementation, teachers noted that students often expected to pass simply by attending classes Additionally, Iwabe (2005) examined the time students dedicated to homework before and after the TOEIC was introduced, highlighting the impact of this standardized test on student engagement.
Nineteen students reported a significant increase in their English study time, averaging 300%, which also positively influenced their study habits for other subjects This observation led Iwabe (2005) to propose that cultivating effective study habits in one area can enhance performance across various disciplines.
The most comprehensive and relevant study on the washback of the TOEIC (focusing mostly on the perceptions of teachers) is that conducted by Newfields
In a study conducted by Newsfields (2005) at Toyo University in Japan, the TOEIC was examined as a streaming tool and curricular component within the faculty of economics The research involved 24 instructors who participated in surveys and interviews, revealing that 78% supported the TOEIC's use However, the findings raised concerns about its effectiveness, as the TOEIC scores showed only minor differences among students, suggesting that the test may not adequately place students Newsfields concluded that the narrow score range limits the TOEIC's predictive value, questioning its appropriateness for screening incoming Japanese university freshmen.
A significant majority of teachers, 83%, believe that the TOEIC test positively influences the curriculum by enhancing students' overall English abilities Additionally, instructors noted increased motivation among students to study English and the provision of standardized content with a clear curricular focus However, negative perceptions of washback were also reported, including discouragement among low-level students, test fatigue, performance anxiety, a diminished focus on language skills not related to the TOEIC, and the use of test preparation strategies that do not improve English proficiency Furthermore, students with higher TOEIC scores were found to be more proactive in their learning efforts.
20 raise their scores further, yet those with low scores tended to perceive themselves as bad English learners and easily got „stuck in a rut of ennui‟ (p.5).
Relevant Studies
Before the 1990s, research on washback primarily focused on general education, relying on informal observations and broad generalizations Although empirical studies on washback were limited, some research was conducted before Alderson & published their findings.
Wall‟s article in 1993 It is admitted that in former studies, washback had been researched in the field of general education rather than in language education
The impact of washback from tests remains inconclusive, with evidence for both positive and negative effects (Kellaghan et al., 1982; Hughes, 1989) Popham (1987) suggests that if assessments focus on "useful" skills, then test preparation can be advantageous for both teachers and students, leading to positive washback Conversely, Madaus (1988) argues that tests restrict student learning and encourage teachers to limit the curriculum, highlighting the influential nature of test constructs on educational practices.
Since the 1990s, researchers have increasingly focused on the empirical effects of language test washback, particularly the negative impact of high-stakes assessments on various stakeholders.
Alderson and Wall's washback hypotheses laid the groundwork for extensive research on the impact of high-stakes tests, highlighting the conditions necessary for washback to occur Hughes (1994) expanded on this by examining how washback affects various stakeholders, including teachers, learners, and test developers, as well as influencing educational processes like curriculum and teaching methods His findings emphasize the critical role of teachers in shaping the educational outcomes linked to testing.
Teachers' perceptions and attitudes significantly influence their approach to their work, impacting curricular planning and instruction This influence spans six key dimensions: syllabus design, subject content, teaching materials, classroom activities, teaching methods, and classroom assessment.
Then, Bailey (1996) developed Hughes‟s ideas to produce the notions of
Washback refers to the influence that test-derived information has on learners and educational programs For learners, it encompasses the direct impact that test results have on their understanding and performance For educational programs, washback involves how the information derived from tests affects teachers, administrators, curriculum developers, and counselors, ultimately shaping the educational landscape.
Research on washback from high-stakes tests has often examined its impact on both participants and processes, highlighting the interdependence of teachers who adapt course content and materials in response to washback effects (Bailey, 1996; Spratt, 2005) Studies indicate that language teachers play a crucial role in influencing washback through their pedagogical and ethical choices regarding class content and teaching methods specifically for test preparation courses (Hamp-Lyons, 1997; Read & Hayes, 2004; Watanabe, 1996) The focus on teachers in washback research stems from their control over the classroom environment and their relative ease in addressing high-stakes tests (Shohamy et al., 1996; Spratt).
In addition to teachers' methods, various factors influencing washback have been identified, including parental involvement, textbook quality, the school curriculum, financial stability, the perceived stakes of a test, and the timing of research relative to the test's imminence.
Not only the processes and participants, but also the products of washback and washback cause have been frequently investigated (Wall & Horák, 2008a)
Designing or modifying tests to enhance authenticity and directness can lead to positive washback, a concept widely recognized by language testing experts However, research indicates that the relationship between washback validity—how tests influence teaching and learning practices—and test innovation is more complex than previously thought, suggesting that the connection is not as straightforward as it may seem.
Research indicates that modifications in testing development do not always yield the desired outcomes, often resulting in indirect and unpredictable effects influenced by factors such as teacher education, student learning styles, and the educational context Teachers play a crucial role in facilitating positive washback in test-preparation classrooms by subjectively altering the content of their lessons, though they seldom change their teaching methodologies Consequently, while innovations can impact what is taught and learned, they do not significantly alter the methods of teaching and learning.
Research on the TOEIC test is limited, with only two notable studies by Alderson & Wall (1993) and Alderson & Hamp-Lyons (1996) focusing on the TOEFL examination, primarily addressing the "washback effect" of test preparation on class content Unfortunately, there is a scarcity of systematic research on TOEIC washback, with most information being anecdotal rather than data-driven Reports regarding the test's impact on teachers indicate varied outcomes.
According to Ikeda (2005), teachers at Yamaguchi University appreciate the use of the TOEIC placement test for organizing classes effectively He emphasizes that the TOEIC offers a standardized criterion for assessing language proficiency, facilitating the streaming process.
Iwabe (2005) highlights that many educators at Yamaguchi University in Japan support the implementation of a minimum TOEIC score as a graduation requirement, emphasizing the importance of student learning during their English studies He references a study indicating that after a TOEIC program was introduced, students reported a significant increase in their English study time, averaging a 300% rise, along with an uptick in study time for other subjects Iwabe suggests that developing positive study habits in one area can positively influence academic performance in other disciplines.
Far from all university teachers view the TOEIC as positively as Iwabe
(2005) or Ikeda (2005), there are several critical views from native English speakers who prefer to focus on communicative content Chapman (2003) voices some reservations by stating:
The TOEIC continues to rely on the structuralist and behaviorist models of language learning and testing, which are foundational to discrete-point testing Given that ETS has acknowledged this approach is outdated for the TOEFL, it raises questions about the continued relevance of the same model for the TOEIC.
TOEIC not been treated similarly? (p.3)
Cunningham (2002) has also correlated TOEIC scores of fifty Japanese university freshmen with an in-house direct test of listening, reading, and writing and found that
It would appear that students are much closer in ability when it comes to language competence than the TOEIC test scores would demonstrate It also
24 suggests that the TOEIC was not an accurate method for determining group levels for these learners (p.46)
Summary
Our review of previous research reveals a wealth of evidence regarding the washback effects of tests Despite numerous claims in educational literature about the positive and negative impacts of washback, Alderson and Wall (1993) highlight a lack of empirical evidence supporting the assertion that tests genuinely influence teaching practices, indicating that the existence of washback remains unproven.
Researchers emphasize the significance of gathering opinions from both teachers and students to comprehend the causes and effects of washback (Alderson & Hamp-Lyons, 1996; Spratt, 2005; Wall & Horák, 2006) Understanding teachers' perspectives on the impact of tests is essential for this analysis This study aims to investigate washback on teachers by collecting data that highlights their viewpoints.
Washback is a multifaceted concept that impacts various levels of education, including the classroom, university, educational system, and society at large This effect is not always direct; it is influenced by factors such as teachers' perceptions of the test and the perceived importance of both the test and the subject matter To effectively study the washback effect, it is essential to consider the participants in the educational process, the actual events and activities occurring in the classroom, and the outcomes resulting from these interactions.
Washback serves as a crucial link between teachers and test designers, fostering collaboration for improved educational outcomes When teachers engage with testing processes, they contribute to positive washback, which in turn encourages effective teaching practices This mutual support allows teachers to enhance test quality while testers aid in refining instructional methods.
This paper aims to investigate teachers' perceptions of the washback effect of the TOEIC at Tien Giang University, highlighting the shared goal of educators and test takers to achieve the required language proficiency Additionally, it proposes strategies to enhance positive washback, ultimately supporting students in meeting course objectives.
METHODOLOGY
Research Design
Recent studies have shown a lack of comprehensive research on teachers' perspectives regarding washback, with limited methodologies available for replication (Alderson & Hamp-Lyons, 1996; Wall & Horák, 2006, 2008a) Traditionally, data collection in language testing research has focused on quantitative methods to assess the impacts of washback from the viewpoints of teachers and test developers (Lazaraton, 1995) This study aims to advance existing washback research by documenting the mechanisms of washback through classroom observation and triangulation (Bailey, 1996) It employs a mixed-methods approach, integrating both quantitative and qualitative procedures to capture EFL teachers' immediate and localized interpretations of washback.
Qualitative research is gaining recognition as a valuable approach for investigating washback, as highlighted by Morrow (1986), who emphasized the importance of qualitative methods in understanding how individuals prepare for language tests Additionally, Alderson and Wall (1993) advocated for triangulating stakeholders' perspectives to provide an ethnographic view of the variables influencing washback By integrating qualitative methods to explore teachers' perspectives, this project aims to enhance the understanding of washback in language testing.
This study utilizes a mixed methods approach to provide a nuanced understanding of washback research, emphasizing the need for contextually sensitive interpretations for teachers To enhance the reliability of this investigation into teachers' perspectives on washback in English as a Foreign Language (EFL) contexts, similar methodologies should be applied in other educational settings.
To effectively capture teachers' experiences and evaluations of TOEIC's washback, data collection instruments were selected to provide descriptive insights from various perspectives The primary tool utilized for this research was questionnaires, which facilitated the gathering of teachers' viewpoints.
Context and Participants of the Research
The research will take place at Tien Giang University, a public institution located in Tien Giang Province, Vietnam The researcher selected this site due to her affiliation with the university and aims to contribute to enhancing the quality of teaching and learning at the institution.
The study involved fourteen EFL teachers, primarily from Tien Giang University, who were enthusiastic about participating in the research Data was also gathered from two teachers at local public high schools Among the participants, there were twelve females and two males, with ages ranging from 25 to 50 All teachers employed a TOEIC-oriented approach in their English instruction, catering to students from diverse fields of study Despite varying academic levels, these educators shared a common goal of helping their students excel in the TOEIC for graduation purposes.
28 hoped to help the researcher to elicit a more representative range of perspectives on the investigated issues
Besides, in order to guarantee the participants‟ confidentiality, no teachers were identified by their names in the research
Some background information on the participants is summarized in Table 3.2
Background Information on Participants of the Research
Teaching Experience (years) Academic Qualifications
Data Collection Instruments
Questionnaires and in-depth interviews were embraced in the data collection 3.3.1 Questionnaires
Business Dictionary (2009) defines questionnaire as a list of research or survey questions asked to respondents, and designed to extract specific information
It serves four basic purposes: to (1) collect the appropriate date, (2) make data
The study's questionnaires serve four key purposes: they are designed to be comparable and adaptable for analysis, reduce bias in question formulation, and ensure that the questions are both engaging and diverse.
The study utilized questionnaires as a primary data collection tool to enhance reliability and provide background information, recognized as a valuable research instrument in education (Borg & Gall, 1989) Designed specifically for teachers, the questionnaires aimed to explore their perceptions of test washback, featuring twenty-one items that addressed one issue at a time to prevent confusion among respondents While most items were closed questions—chosen for their ease of response, comparability, and statistical analysis (Newman, 2000)—some open-ended questions were included to capture respondents' beliefs and feelings more accurately This combination allowed for creativity and self-expression, ensuring that teachers could both produce and select their responses effectively.
The study's questionnaires are divided into two sections, beginning with an introduction outlining the research's purpose The first section gathers participants' background information, including age, gender, and teaching experience The second section explores teachers' perceptions of the TOEIC test washback, its integration into the curriculum at Tien Giang University, and the impact of a TOEIC-focused curriculum on their teaching practices.
The article explores teachers' sentiments and familiarity with the TOEIC, their experiences in teaching TOEIC courses, and their preferences regarding the teaching process Emphasizing the importance of validity and reliability, the study ensured that the questionnaires were effective Participants had the flexibility to complete the questionnaire at their convenience, whether at home or elsewhere, before returning it to the researcher, who expressed sincere gratitude to all participants for their contributions.
The teacher questionnaire, administered to fourteen EFL teachers, aimed to assess their perceptions of the TOEIC test washback and its influence on their teaching practices Comprising 21 questions, the initial four questions gathered demographic information, including the teachers' gender, age, teaching experience, and academic qualifications, while questions five onward explored the impact of TOEIC on their educational methods.
The analysis of the questionnaire reveals teachers' perceptions regarding the washback effect of the TOEIC test Specifically, questions 12 to 21 focus on how the TOEIC test influences their teaching practices.
Questionnaires are a crucial research tool for data collection, but they have limitations, such as the inability to provide immediate feedback or a comprehensive understanding of opinions and feelings (Borg & Gall, 1989) In contrast, interviews can effectively clarify teachers' choices in closed-ended questions and address ambiguities in open-ended responses, enhancing the overall research quality.
Following the preliminary analysis of the questionnaire, interviews were conducted to gather evidence supporting the collected data These interviews aimed to provide deeper insights into teachers' perceptions of the TOEIC test washback, particularly its impact on their teaching practices.
The interviews were carried out in a relaxed, conversational style in English, aiming to create a comfortable atmosphere for the interviewees, encouraging open and honest responses while ensuring the content was clearly understood in its original context.
Before starting the interviews, the interviewees were informed of their confidentiality while taking part in the study as well as the purposes and duration of the interviews
In-depth interviews were conducted with three experienced EFL teachers, each having over three years of involvement in TOEIC-related courses The purpose of these interviews was to assess the teachers' perceptions of the washback effect of the TOEIC test and to determine how significantly the test influences their teaching practices.
Data Analysis
The data gathered from the questionnaire was analyzed quantitatively using tables and charts to reflect statistical frequency and percentages, while the interview questions were primarily assessed through qualitative analysis Additionally, insights from both the questionnaire and interviews enriched the findings, providing qualitative context to the results displayed in tables, charts, and through direct and indirect quotes.
Before the analysis phase, each question in the questionnaire was assigned a specific code, allowing for organized data processing The data were then visually represented in charts and tables, highlighting statistical frequencies and percentages Subsequently, descriptive statistics were performed, which are essential for summarizing data and interpreting results in quantitative research.
& Schumacher, 1993, p.192) Descriptive statistics is a foundation for inferential statistics, which helps to reach conclusion that extend beyond the immediate date alone (Trochim, 2006)
The interviews provided valuable evidence that corroborated the findings from the questionnaires, serving as a critical analysis tool Inferential statistics were applied to the interview responses, similar to the questionnaire data, allowing for meaningful implications to be drawn This method effectively determines teachers' perceptions of the TOEIC washback.
Conclusion
This chapter outlines the research design and the methods used for data collection and interpretation in this study Since the focus is on teachers' perspectives, a comprehensive analysis of student questionnaires and classroom observations was deemed unnecessary.
Findings and Discussions
Teachers‟ perceptions towards the TOEIC ® test and its role in the
The analysis of the teachers' responses to Questions 5 through 11 of the questionnaire reveals their perceptions of the TOEIC test These questions specifically focus on how the survey respondents view the effectiveness and relevance of the TOEIC assessment in evaluating language proficiency.
4.1.1 Teachers‟ perception on the difficulty of TOEIC% ® test
21% strongly disagree 2 disagree 7 agree 2 strongly agree 3
Figure 4.1 Teachers’ perception on the difficulty of TOEIC test
A survey of teachers regarding the difficulty of the TOEIC test revealed that 65% of respondents disagreed with the notion that the test is too difficult for most students, while 35% agreed with this assessment.
4.1.2 Teachers‟ perception on the usefulness of TOEIC ® test
Teachers were surveyed on the perceived usefulness of the TOEIC test as an external evaluation for university students aiming to graduate Notably, the data illustrated in Figure 4.2 reveals various categories of responses.
The survey results indicate a strong positive perception among teachers regarding the usefulness of the TOEIC test as an external evaluation for university students, with 78.6% (N = 11) recognizing its value, while only 21.4% (N = 3) found it to be less useful.
Therefore, the data suggest there is general support for the TOEIC test as an external evaluation for students
0% not at all useful not so useful useful very useful
Figure 4.2 Teachers’ perception on the usefulness of the TOEIC test ( N = 14)
The qualitative interview provided strong support for the viewpoint that the TOEIC test is a valuable external evaluation for university students All respondents acknowledged its usefulness, confirming that the TOEIC test plays a significant role in the curriculum at Tien Giang University.
Teachers‟ attitudes towards the importance of the TOEIC-oriented
Figure 4.3 indicates the teachers‟ perception on the importance of the TOEIC-oriented curriculum
0% not at all important not so important important very important
Figure 4.3 Teachers’ perception on the importance of the TOEIC-oriented curriculum ( N = 14)
As is revealed in Figure 4.3, a significant number of teachers (namely 79%) stressed the importance of the TOEIC-oriented curriculum Only 21% (N = 3) admitted that it was not so important
The analysis of interview data indicated that teachers generally held positive attitudes towards the university's TOEIC-oriented curriculum, describing it as "positive" and "helpful." An EFL teacher emphasized its importance, stating that it is essential for students prior to taking the test.
Figure 4.4 and 4.5 show the reasons for these perceptions
14% not at all important not so important important very important
50% not at all important not so important important very important
Figure 4.4 Teachers’ perception on the importance of testing students’ writing and speaking skill ability ( N )
Figure 4.5 Teachers’ perception on the importance of developing students’ communicative ability in English ( N )
Figure 4.5 indicates that all respondents unanimously agreed on the significance of developing students' communicative abilities in English, with 50% rating it as important and another 50% as very important Conversely, 14% of respondents (N = 2) felt that testing students' writing and speaking skills was not very important However, a majority (72% deemed it important and 14% very important) recognized the value of such assessments When asked about the most crucial skills for students, two-thirds of teachers highlighted speaking and listening skills, although no single skill was identified as more essential than the others.
A significant 86% of teachers (N=12) affirmed that concentrating on the TOEIC test enhances overall English proficiency, while only two teachers questioned the effectiveness of TOEIC preparation in achieving this improvement, as illustrated in Figure 4.6.
14% strongly disagree disagree agree strongly agree
Figure 4.6 Teachers’ perception on the TOEIC’s enhancing the English ability of students
EFL teachers highlighted in interviews that they agree on the potential positive impacts of a TOEIC-oriented curriculum, emphasizing its role in improving students' English proficiency.
A significant aspect of this category is students' motivation to improve their TOEIC scores According to Question (10), 79% of teachers (N = 11) believe that most students are genuinely interested in enhancing their TOEIC scores, as illustrated in Figure 4.7.
21% strongly disagree disagree agree strongly agree
Figure 4.7 Teachers’ perception on students’ serious interest in raising their TOEIC scores
As a result, most of the respondents who answered negatively to Question
The perception that focusing on the TOEIC can improve students' English abilities correlates with the belief that the TOEIC test is too difficult for most students and the interest in raising TOEIC scores A majority of respondents who believe in the benefits of TOEIC preparation also expressed concerns about its difficulty and demonstrated a serious interest in improving their scores, as illustrated in Figure 4.8.
0 2 4 6 8 10 12 strongly disagree disagree agree strongly agree
"TOEIC test is too difficult for students"
"Students are interested in raising their TOEIC scores"
"Focusing on the TOEIC may enhance students' English proficiency"
Figure 4.8 A comparison of responses to survey questions 9 to 11
Analyzing the data suggests the possibility of distinct groups of "believers" and "disbelievers" regarding the TOEIC test However, to confirm this hypothesis, a more comprehensive factor analysis and a larger research sample are required.
Teachers recognized the varying levels of usefulness of the TOEIC-oriented curriculum, reflecting its relevance to students' needs Overall, the feedback highlighted the perceived importance of this curriculum in the context of test preparation.
4.3 Teachers’ perception on the TOEIC test’s washback on their teaching practice
In a recent survey, 14% of respondents reported that the TOEIC test had no impact on their teaching practices, indicating that their methods remained unchanged since the test's introduction Conversely, a significant 86% of participants acknowledged that the TOEIC test positively influenced their teaching approach.
Figure 4.9 The TOEIC test washback on teachers’ teaching practice
During the interviews, all of the respondents said that the TOEIC had somewhat direct effect on their teaching practice
4.3.1 Teachers‟ responses to washback on the content of their teaching
Table 4.1 and Figure 4.10 will illustrate teachers‟ responses to washback on the content of their teaching in more detail
Agree Agree Not sure Disagree Strongly
1 Teaching to the TOEIC test puts me under pressure 16.7% 66.6% 0% 16.7% 0%
2 I often focus more on aspects tested in TOEIC tests 33.3% 58.4% 8.3% 0% 0%
3 I‟d rather sacrifice language aspects which are 16.7% 58.3% 16.7% 0% 8.3%
40 not tested in the TOEIC tests
4 I spend most of the time preparing my students for the TOEIC tests 0% 83.4% 8.3% 8.3% 0%
5 While I am preparing for the lesson, I always remind myself that the final purpose is to get my students pass the TOEIC tests
6 During my class-time, it is very likely that I skip language knowledge and skills which are not tested in the TOEIC tests
7 I introduce materials and tasks similar to those in the TOEIC tests to my students 41.7% 58.3% 0% 0% 0%
8 I mainly use tasks and materials from TOEIC preparation books 66.7% 8.3% 0% 25% 0%
9 I spend most of the time getting my students familiar with the TOEIC test tasks 50% 41.7% 0% 8.3% 0%
10 I encourage my students to practice with
TOEIC test books outside the class-time 58.3% 41.7% 0% 0% 0%
Table 4.1 Teachers’ view point on the TOEIC test
Table 4.1 presents teachers' evaluations of ten statements related to the washback effect of the TOEIC test on their teaching practices The data reveals the percentage of teachers who expressed their opinions across a spectrum of responses, including strongly agree, agree, not sure, disagree, and strongly disagree.
Analyzing this data allows the writer to identify consensus among teachers A high percentage of positive responses, such as "strongly agree," indicates widespread agreement, while a lower percentage signifies a negative response, like "strongly disagree."
Daily practice exercises from TOEIC test books were identified as the most effective preparation activity for the TOEIC exam A significant majority of teachers, specifically 83.4%, acknowledged the importance of these exercises in their teaching strategies.
Teachers dedicated significant time to preparing students for the TOEIC tests, incorporating materials and tasks similar to the exam format They emphasized that these exercises provided familiarity with the test structure and strategies, often referred to as “tricks on the TOEIC.” During interviews, educators unanimously agreed that practice exercises for TOEIC sections were the primary focus of their courses They recognized that students were primarily motivated by the need to learn content that would directly aid them in passing the test.
1 statement 2 statement 3 statement 4 statement 5 statement 6 statement 7 statement 8 statement 9 statement 10 strongly agree agree not sure disagree strongly disagree
Figure 4.10 Teachers’ view point on the TOEIC test ( N )
Put more stress on reading comprehension activities
Put more stress on communicative skills
Encourage students' participation in class
Strongly Agree Agree Undecided Disagree
Figure 4.11 Changes teachers may make in their teaching due to the TOEIC context ( N )
Teachers acknowledge the significance of enhancing their students' communicative skills; however, they often hesitate to implement effective techniques for this development Despite all teachers in the study recognizing speaking as a crucial skill for students, many continue to focus on teaching to a test format, revealing inconsistencies in their approach to fostering speaking skills.
4.3.2 Teachers‟ responses to washback on their teaching time
To investigate teachers' perceptions of the TOEIC test's washback effect on their teaching practices, we examined the amount of time dedicated to TOEIC-related activities The findings, illustrated in Figure 4.12, detail the time teachers allocate to various TOEIC-related tasks.
Figure 4.12 The amount of time per 50-minute class the university teachers indicated devoting to TOEIC-related activities
Summary
This chapter examines the data from teacher questionnaires and in-depth interviews on EFL teachers' perceptions of TOEIC test washback in their teaching practices The findings indicate that the majority of teachers recognize the impact of the TOEIC test on their teaching and the university curriculum These data analysis results provide a basis for the researcher to draw conclusions and implications, which will be discussed in the final chapter.