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Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context","","This article reports a mixed-method investigation of washback from a local, integrated, theme-based high-stakes English language proficiency test used in a Turkish university EAP program. An integrated theme-based design, modeled on authentic language use, was expected to generate positive learning washback. Data came from focus-group interviews and pre- and post-test scores of 147 EFL students. Repeated-measures ANOVA and inductive interview analysis showed both positive and negative washback, shaping practice, awareness, and assessment validity implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/can-exams-change-how-and-what-learners-learn-investigating-the-washback-effect-of-a-university-english-language-proficiency-test-in-the-turkish-context/589891/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/can-exams-change-how-and-what-learners-learn-investigating-the-washback-effect-of-a-university-english-language-proficiency-test-in-the-turkish-context/589891.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the article investigating about the university proficiency test?","Question",{"text":112,"@type":113},"It examined the washback effect of an integrated theme-based high-stakes English language proficiency test used in a Turkish university EAP program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected and analyzed?",{"text":117,"@type":113},"Data included focus-group interviews after instruction and pre- and post-proficiency test scores of 147 EFL students. 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Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context\u003Cbr>Asli Lidice Gokturk Saglam1*, Hossein Farhady2\u003Cbr>1Özyeğin University, School of Languages Çekmeköy Campus Nişantepe District, Orman Street, 34794 Çekmeköy, İstanbul, Turkey 2English Language Teaching Program, Yeditepe University, İnönü Mah, Kayışdağı Cd. 326A, 34755 Maltepe, İstanbul, Turkey Corresponding Author: Asli Lidice Gokturk Saglam, E-mail: [asli.saglam@ozyegin.edu.tr](asli.saglam@ozyegin.edu.tr) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: October 10, 2018\u003Cbr>Accepted: January 25, 2019\u003Cbr>Published: February 28, 2019\u003Cbr>Volume: 10 Issue: 1\u003Cbr>Advance access: January 2019 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Washback Effect,\u003Cbr>Theme-Based Language Proficiency Test,\u003Cbr>Integrated Language Proficiency Test, Washback on Learning,\u003Cbr>English for Academic Purposes | ABSTRACT |\n|  | This article reports on a mixed-method study that examined the washback of a local integrated theme-based high-stakes English language proficiency test that is used in a university English for Academic Purposes (EAP) program in Turkey. The assumption behind employing an integrated theme-based test, which resembles authentic language use, was that it would bring about a positive washback on learning (Leki, Cumming & Silva, 2008: Leki & Carson 1997) . The data were collected from both focus-group interviews after the instruction and pre-and post-proficiency test scores of 147 EFL students in the Preparatory English Language Program (PEP) . Test of Readiness for Academic English (TRACE) was administered at the beginning and at the end of a 4-month English language instruction period. Repeated measure ANOVA and inductive analysis of the transcribed interview data were used for analyzing quantitative and qualitative data respectively. The findings indicated that the test had both positive and negative washback on the learning. Most students considered that using source-based information and their notes taken during the listening task into their writing raised their awareness in terms of generating, organizing and linking ideas as well as modelling vocabulary and sentence structures. However, the test also exerted negative washback upon learning since students were inclined to prioritize test-oriented practice. The implications of the study suggest that a theme-based integrated proficiency exam may elicit positive washback on learning that could be used for validity evidence in EAP contexts and lead to more appropriate language assessment. The procedures are detailed, the findings are presented and discussed, the applications and implications for teachers and test designers are explained, and some suggestions are made for further research. |\n\nINTRODUCTION  \nThe influence of tests on teaching and learning has been conceptualized as “washback” (Alderson & Wall, 1993), that can be both positive and negative. Washback models (Alderson & Wall, 1993; Bailey, 1996; Hughes,1994) offer guidelines for measuring its magnitude and pursuing positive test influence. In test-oriented contexts such as Turkey, high-stakes tests have been reported to exert strong negative washback on teaching and learning (Akpinar & Cakıldere, 2013; Karabulut, 2007; Ozmen, 2011; Sevimli, 2007) . Within such test-dominant contexts, utilizing tests as a lever to engineer positive washback in education gains importance.  \nIn Turkish context, the official framework for assessing a second language ability often requires measuring all four skills (speaking, listening, reading, and writing) as independent constructs. However, such a framework may fall short in measuring language proficiency in authentic communicative contexts since skills are used in an integrated way in the real worl","cbCailYx2SvXlVaX","https://ap.wps.com/l/cbCailYx2SvXlVaX","pdf",417380,"English","# Abstract\n# Introduction\n## Washback concept and models\n## Integrated skills assessment in authentic contexts\n## Curricular alignment and implications\n# Methods and data analysis\n## Participants and test administration\n## Quantitative and qualitative analysis\n# Findings\n## Positive washback on learning\n## Negative washback on learning\n# Implications and future research","[{\"question\":\"What was the article investigating about the university proficiency test?\",\"answer\":\"It examined the washback effect of an integrated theme-based high-stakes English language proficiency test used in a Turkish university EAP program.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data included focus-group interviews after instruction and pre- and post-proficiency test scores of 147 EFL students. Repeated-measures ANOVA and inductive analysis of interview transcripts were used.\"},{\"question\":\"What did the findings show about washback on learning?\",\"answer\":\"The test produced both positive and negative washback. Many students reported benefits in writing awareness, idea generation, organization, linking, and language modeling, while others prioritized test-oriented practice.\"}]","Can Exams Change How and What Learners Learn? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context | PDF",1792068342,25]