Washback refers to the influence of testing on
language teaching and learning. It is a complex educational phenomenon
prevailing in various academic contexts. Based on the theoretical frameworks of
washback, extensive empirical research has been conducted on large-scale,
high-stake, or standardized national and international examinations. This paper
discusses conceptual models of washback and reviews representative empirical
studies of washback of English language testing on ELL teaching and learning
during the last three decades. The findings indicate coexistence of both
positive and negative washback in teaching contents, teaching materials,
teaching methods, student learning, teachers’ feelings and attitudes, as well
as students’ feelings and attitudes. Future studies could investigate the test
mechanisms at both micro and macro levels to mediate intended washback on ELL
language teaching and learning while minimizing its negative effects.
