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Amani Manea Alajmi, Rasha Alaudan
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DOI:10.17265/2161-623X/2026.08.003
King Saud University, Riyadh, Saudi Arabia
This study investigated teachers’ perceptions of the washback effects of English standardized examinations in intermediate and secondary public schools in Kuwait. The study aimed to examine how standardized examinations influence teaching content, teaching methods, and classroom assessment practices. A quantitative research design was adopted, and data were collected through a questionnaire administered to 92 English language teachers. The findings indicated that standardized examinations in Kuwait generate both positive and negative washback effects, highlighting the complexity of washback as a phenomenon. Positive washback was reflected in teachers’ perceptions that standardized examinations support the development of reading and writing skills, help teachers align instruction with curriculum objectives, identify students’ learning gaps, adapt teaching methods, and maintain attention to all four language skills during classroom assessment. At the same time, the findings revealed several forms of negative washback. Teachers reported greater emphasis on exam-related content and task types, test-taking techniques, and examination readiness. Negative washback was also reflected in administrative pressure to improve examination scores, students’ focus on grades rather than language development, and the tendency to copy examination formats in classroom assessment.
washback, standardized examinations, high-stakes testing, ESL, EFL, language assessment
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