The washback effect of EOP speaking tests on students’ self-regulated learning
DOI:
https://doi.org/10.54855/ijte.26612Keywords:
washback effect, self-regulated learning, EOP speaking tests, assessmentsAbstract
In English for Occupational Purposes (EOP) contexts, speaking assessments play a crucial role in shaping not only language proficiency but also learner behavior. While test washback has been extensively studied in academic exams like IELTS or TOEFL, little attention has been given to its impact on self-regulated learning (SRL) within EOP programs. This study investigates the washback effects of EOP speaking tests on students’ SRL at a public university in Vietnam. Using a mixed-methods approach, the study collected 265 valid questionnaires from 700 second-year students and conducted semi-structured interviews with 45 of them. The findings revealed that EOP speaking tests exerted significant washback effects on SRL across three core areas: learning attitude, approach, and habit. While many students reported increased motivation, greater metacognitive awareness, and improved study behaviors, others experienced test anxiety, relied on rote memorization, and narrowly focused on predicted test content. These findings support prior research on the dual nature of washback and extend it to the underexplored context of EOP speaking. They also highlight the importance of learner perceptions and contextual factors in mediating assessment impact. The study contributes new insights into how speaking tests can both enhance and limit learner autonomy in EOP programs.
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