Washback of a high-stakes English exam on teachers’ perceptions and practices

Abstract

The First Certificate in English (Cambridge ESOL) is a well-known language exam in Greece intended to have positive influence on teaching and learning. However, local practitioners believe that the FCE has negative consequences on the curriculum, teaching and learning. This paper explores the relationship between the intended influence of the FCE exam, teachers’ perceptions towards the exam and their classroom practices. The paper also identifies the existence of factors that seem to influence teaching and learning beyond the exam itself. It concludes by making recommendations for future research and for teachers and teacher educators on avoiding negative effects from high-stakes exams.

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