Washback of English Exit Exam (EEE) on Thai University Students' English Language Learning
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| Title: | Washback of English Exit Exam (EEE) on Thai University Students' English Language Learning |
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| Language: | English |
| Authors: | Sasima Charubusp, Orawan Wangsombat, Napatacha Sriwichai, Chanida Phongnapharuk |
| Source: | PASAA: Journal of Language Teaching and Learning in Thailand. 2025 70:99-131. |
| Availability: | Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1 |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Language Tests, Testing Problems, High Stakes Tests, Exit Examinations, Language of Instruction, Universities, Undergraduate Students, Student Attitudes, Educational Policy, Test Validity, Test Reliability, College Attendance, Language Proficiency, Alignment (Education), Learning Motivation, Test Preparation, Foreign Countries |
| Geographic Terms: | Thailand |
| ISSN: | 0125-2488 2287-0024 |
| Abstract: | Washback refers to the impact of a test on instruction and learning, with high-stakes tests exerting both positive and negative effects. This study examined the washback of an English exit exam (EEE) on English language learning at a Thai university where English-medium instruction is used in most academic disciplines. The EEE is an in-house standardized test and serves as a graduation requirement for all undergraduate students at this institution. This study employed a mixed-methods research design, collecting quantitative data from 42 students via a questionnaire and qualitative data from nine students via semi-structured interviews. The findings revealed both positive and negative washback effects. Despite awareness of the EEE policy, students perceived the test as lacking validity and reliability due to a disconnect between the learning content and the test constructs, leading to the adoption of more mechanical, rather than communicative, learning strategies. Additionally, their perception of misalignment between EEE results and their actual proficiency contributed to negative washback. However, some positive washback was observed in students' development of intrinsic motivation driven by their curiosity and eagerness to improve their English skills during exam preparation. The study provides unique insights into the washback effects on Thai education, particularly in English-medium instruction settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478193 |
| Database: | ERIC |
| Abstract: | Washback refers to the impact of a test on instruction and learning, with high-stakes tests exerting both positive and negative effects. This study examined the washback of an English exit exam (EEE) on English language learning at a Thai university where English-medium instruction is used in most academic disciplines. The EEE is an in-house standardized test and serves as a graduation requirement for all undergraduate students at this institution. This study employed a mixed-methods research design, collecting quantitative data from 42 students via a questionnaire and qualitative data from nine students via semi-structured interviews. The findings revealed both positive and negative washback effects. Despite awareness of the EEE policy, students perceived the test as lacking validity and reliability due to a disconnect between the learning content and the test constructs, leading to the adoption of more mechanical, rather than communicative, learning strategies. Additionally, their perception of misalignment between EEE results and their actual proficiency contributed to negative washback. However, some positive washback was observed in students' development of intrinsic motivation driven by their curiosity and eagerness to improve their English skills during exam preparation. The study provides unique insights into the washback effects on Thai education, particularly in English-medium instruction settings. |
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| ISSN: | 0125-2488 2287-0024 |
