The Washback of Language Exams on Classroom Practice in Hungary in a Complex Dynamic System Framework

Abstract

The present study investigated how the washback of different language exams and various other factors shape the classroom practice of language teachers at the secondary level of public education in Hungary. To find answers to our research question, mixed methods were applied: a semi structured interview, questionnaires including both the Likert type and open-ended items revealed how the various washback factors, the ID variables of teachers and the types of language exams influence the language teaching approach of teachers. The study also showed how the different types of language exams – school leaving and externally accredited ones – affect teachers. Furthermore, the questionnaire administered to both teachers and students made it possible to compare and contrast the views of teachers and students with respect to the same variable: classroom practice. The results showed that there is a difference in the way the two major types of language exams exert their influence on both teachers and students. It has also been revealed that the ID variables of teachers have a stronger effect on teachers than the washback factors. By comparing the responses teachers and students gave to the same statements, evidence was found for how the introduction of the new school leaving exam in 2005 affected teaching practice. The findings of the study bear significance to both practicing teachers, teacher educators and decision makers. The results of the study revealed the importance of providing teachers with appropriate knowledge regarding the exams they prepare their students for