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This article examines the washback effects of a high-stakes English proficiency assessment, the TOEFL iBT, in Vietnam. Drawing on observations of four teachers and collection of teaching materials from Vietnamese educational institutions, the study finds that TOEFL iBT shaped both teachers’ content and classroom practices, with effects mediated by test-preparation materials. 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The article notes it is used synonymously with backwash in applied linguistics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which test and context does the study focus on?",{"text":117,"@type":113},"The study investigates the TOEFL iBT, a high-stakes English proficiency test, in Vietnam. It highlights Vietnam’s different educational philosophies as a key contextual factor.",{"name":119,"@type":110,"acceptedAnswer":120},"How was washback studied in the paper?",{"text":121,"@type":113},"The study observed four teachers and collected teaching materials from educational institutions in Vietnam. It then analyzed how the test affected what and how teachers taught.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593708,1792160618,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 7 | Article 10 |\n| --- | --- |\n\n2016  \nThe Washback of the TOEFL iBTin Vietnam  \nMelissa Barnes  \nMonash University, Australia, [melissa.barnes@monash.edu](melissa.barnes@monash.edu)  \nRecommended Citation  \nBarnes, M. (2016). The Washback of the TOEFL iBT in Vietnam. Australian Journal of Teacher Education, 41 (7). Retrieved from [http://ro.ecu.edu.au/ajte/vol41/iss7/10](http://ro.ecu.edu.au/ajte/vol41/iss7/10)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss7/10](http://ro.ecu.edu.au/ajte/vol41/iss7/10)  \nThe Washback Effects of the TOEFL iBT in Vietnam  \nMelissa Barnes  \nMonash University  \nAbstract: Washback, or the influence of testing on teaching and  \nlearning, has received considerable attention in language  \ntesting research over the past twenty years. It is widely argued  \nthat testing, particularly high-stakes testing, exerts a powerful  \ninfluence, whether intended or unintended, positive or negative,  \non both teachers and learners. This article investigates the  \nwashback effects of a high-stakes English language proficiency  \ntest, the Test of English as a Foreign Language Internet-Based  \nTest (TOEFL iBT), in Vietnam. Vietnam, a developing country  \nwhose educational philosophies differ from those underpinning  \nthe TOEFL iBT, provided a unique context to explore the test's  \nwashback. In the course of this study, four teachers were  \nobserved and teaching materials were collected from  \neducational institutions in Vietnam. The study revealed that the  \nTOEFL iBT influenced both what the teachers taught and how  \nthey taught but its effects were mediated by the use of test  \npreparation materials.  \nIntroduction  \nGiven that test scores are often used for decision-making purposes, the social consequences oftest interpretation and use have received a considerable amount of attention among language testing researchers (e.g. Alderson & Hamp-Lyons, 1996; Andrews, Fullilove, & Wong, 2002; Burrows, 2004; Cheng, 2004; 2005; Hayes & Read, 2004;  \nMessick, 1989; 1996; Shohamy, 2001; Shohamy, Donitsa-Schmidt, & Ferman, 1996; Tsagari, 2011; Wall & Horak, 2006; 2008; 2011; Watanabe, 1996; 2004) . Many researchers, realising the social consequences involved in language testing, have attempted to investigate the influence of testing on teaching and learning, or the washback or backwash of a test. Adjectives such as ‘intended,’ ‘unintended,’ ‘positive’ and ‘negative’ have been used to describe the nature of the washback effect. However, it is argued that empirical evidence to identify the nature of its effects with different tests and in different cultural contexts is still limited (Alderson & Hamp-Lyons, 1996; Bailey, 1999; Zareva, 2005) . Thus, the research discussed in this paper aimed to empirically investigate the washback effects of an American English language proficiency test, the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT) in a Vietnamese context in order to contribute to the current understanding of the nature of washback.  \nWashback Defined  \nWashback, which is used synonymously with the term‘backwash,’ is used in applied linguistics to refer to the influence of testing on teaching and learning. While the concept of  \nwashback had been previously explored in other areas of education, Wall and Alderson’s (1993) empirical study and their article exploring the washback phenomenon (Alderson & Wall, 1993) acted as a catalyst for future research in language testing. Wall and Alderson (1993) used classroom observation and teacher and student interviews to investigate the washback of O-level exams, which were used as a national English test in Sri Lanka. Their detailed observations of teacher behaviour, both before and after the implementation, allowed them to distinguish the attitudes and behaviours that could be attributed to the introduction of the test. They found that there were many fact","cbCaimCN5a1MkSQ9","https://ap.wps.com/l/cbCaimCN5a1MkSQ9","pdf",566894,18,"English","# Abstract\n# Introduction\n## Washback Defined\n## Washback Effects and Methodology\n## Isolating Washback from Other Factors","[{\"question\":\"What does the article mean by washback?\",\"answer\":\"Washback refers to the influence of testing on teaching and learning. The article notes it is used synonymously with backwash in applied linguistics.\"},{\"question\":\"Which test and context does the study focus on?\",\"answer\":\"The study investigates the TOEFL iBT, a high-stakes English proficiency test, in Vietnam. It highlights Vietnam’s different educational philosophies as a key contextual factor.\"},{\"question\":\"How was washback studied in the paper?\",\"answer\":\"The study observed four teachers and collected teaching materials from educational institutions in Vietnam. It then analyzed how the test affected what and how teachers taught.\"}]","The Washback of the TOEFL iBT in Vietnam - Article 10 | PDF",1792077765,45]