THE WASHBACK EFFECTS OF GRADE 12 ENGLISH LANGUAGE ENTRANCE EXAM ON THE TEACHING LEARNING PROCESSES: THE CASE OF KAFFA, SHEKA AND BENCH-MAJI PREPARATORY SCHOOLS

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.