Washback in children’s motivation to learn english

Abstract

The acquisition of English as a foreign language is increasingly recognized as essential in contemporary society. Children are exposed to English from an early age through formal education, media, and technology, underscoring the importance of understanding how assessment practices influence their learning attitudes. This research project's primary objective is to examine the washback's impact on students' motivation in English learning and to assess how its implementation can significantly influence learning outcomes. This study employed a qualitative methodology grounded in phenomenology to explore participants' experiences and perceptions. Interview results indicated that teachers frequently observed that poorly structured assessments and a lack of interactive materials contribute to student demotivation. Furthermore, teachers emphasized that washback plays a crucial role in students' academic development, which aligns with previous research that links standardized assessments to learning processes and motivation. In summary, this research project demonstrates the substantial influence of washback on children's motivation and its broader impact on the learning environment and educational processes.