Abstract:
The main goal of this study was to assess the washback effect of the Ethiopian university Entrance English
Examination on teaching –learning of English language. The researchers used mixed research approach
(both qualitative and quantitative data were used at the same time). The researchers used this method
because researchers in the field commented that washback is a complex phenomenon that needs to be
examined through employing different research procedures. To achieve the objective of the study, 381
students of grade 12 were selected randomly from nine preparatory schools of Kaffa, Bench Maji, and
Sheka zones. Moreover, all the 35 teachers who were teaching English used as participants of the study. The
data were gathered using student and teacher questionnaire, teacher interview, and document analysis.
Student and teacher questionnaires were employed to collect data about the effect of the entrance exam on
students studying behavior inside and outside the classroom and teachers and students’ attitudes about the
exam and contents of the syllabus. In addition, teacher interviews and document analysis (analysis of the
current English syllabuses for grade 12, teacher made classroom tests of recent two years from 3 schools
and the past 3 years entrance exams papers were used to collect data about whether the syllabus objectives
were considered both in teacher made tests and in the entrance exam, and to check the influence of the
entrance exam on content coverage of the textbook.. The data were analyzed using both quantitative
(numbers and percentage) and qualitative (inductive analysis) methods and the results were merged at the
discussion stage for triangulation. The study generally revealed that the entrance exam (ESSLCE) has
influenced the teaching -learning process due to the negative washback effect. Specifically, the objectives set
in the syllabus were not given attention and more attention was given mostly to grammar and vocabulary in
the exams In other words, the CLT- based curriculum and teaching the four skills were affected by the
nature of the Entrance Exam. Finally, based on conclusions recommendations were forwarded.
