Exploring Washback Effects on IELTS Teachers' Cognition and Teaching Practices

Abstract

Examining the washback effects of high-stakes tests, such as the IELTS, on teachers' cognition and their teaching practices could provide deeper insight into the process of teaching and learning in test preparation courses. Moreover, understanding IELTS teachers' cognition and their teaching practices in relation to washback effects of the IELTS test is significant in examining the success of IELTS preparation courses. This research explores the effects of the IELTS test on IELTS teachers' cognition (knowledge, beliefs, perceptions, and attitudes) and, in turn, on their teaching practices in IELTS preparation courses in the UAE. The study highlights the factors that contribute to the negative or positive influences of the IELTS test on IELTS teachers' cognition as well as on their teaching practices in IELTS classes. In this research, 42 IELTS teachers were surveyed to gain insight into their knowledge, beliefs, perceptions, and attitudes about the IELTS test, in addition to their teaching practices in IELTS preparation courses. Out of the 42 survey participants, six teachers were observed in their IELTS classes, and later interviewed using stimulated recall through semi-structured interviews to evaluate the washback effects of the IELTS test on teachers' cognition and their teaching practices in IELTS preparation courses. In addition, the study examined the accuracy of teachers' cognition (specifically their knowledge) about the IELTS test, and explored congruency between teachers' cognition and their teaching practices in IELTS courses. The findings revealed both positive (teaching of language elements and the use of communicative activities) and negative washback effects of the IELTS test on teachers' cognition and their teaching practices. The findings also reported the inaccuracy of some teachers' cognition (knowledge) about the IELTS and incongruence between their cognition and teaching practices in IELTS classes. Furthermore, the findings highlighted the different teacher variables and contextual factors that play a significant role in having positive and negative washback effects of the IELTS test on teachers' cognition and their teaching practices. The study suggests the value of more professional training of IELTS teachers for self-exploration of their cognition to enhance the positive washback effects of the IELTS test and minimize its negative effects.