Teacher and student washback on test preparation evidenced from Taiwan’s English certification exit requirements

Abstract

This study explores the extent that a policy requiring university students in Taiwan to attain a minimal score from an approved list of EFL proficiency tests has resulted in test-driven instruction and changes in student study patterns. Data from 160 teacher and 1,415 student surveys as well as interviews with 25 teachers and 38 students indicate that test-related instruction and test-driven student study patterns were more prevalent at schools with English proficiency exit requirements than their counterparts. However, this policy appears to have had minimal impact on student learning because it seems clear that many students did not devote substantial time to preparing for the exit exams after class. Moreover, the majority of teachers did not turn their regular English classes into certification-test coaching sessions. Although many students seemed to want more test-preparation instruction and practice in class, teachers in general spent only a small amount of class time on such activities.

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