WASHBACK EFFECT AND ENGLISH LANGUAGE TESTING IN TÜRKIYE: A CRITICAL REVIEW STUDY
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https://doi.org/10.5281/zenodo.15358453Keywords:
Assessment, language education, testing, washback effectAbstract
Every single teaching and learning action is mentioned with the assessment styles. No matter the style of the examination, it can be either process-oriented or product-oriented, examination has an effect on the test-takers’ further learning activities either debilitative or facilitative. Leaning on this immediate fact, the present review study was set to discover primarily the procedural link between the washback effect and English language testing. The secondary aim was to bring a shared understanding of the probable effect of the central language examination system in Türkiye on the test-taker by relying on the comparison of Japanese and Indian samples. By doing so, a critical review study was conducted over various search engines ranging from Google Scholar to Web of Science by focusing on the specific keywords. In accordance with the results, it was observed that whilst product-oriented exam styles have a debilitative washback effect, process-oriented exam styles have a facilitative washback effect on test-takers together with long-lasting learning outcomes.
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