The washback effect in english language assessment in students at PINE major.

Abstract

The present research project explores the "Washback" effect of the English language assessment in students of English as a Second Language (ESL) enrolled in PINE major, this study aims to investigate the poor understanding and knowledge of this topic in the educational context. The main objective is “To analyze the washback effect on young ESL students in the fifth semester at PINE major through interviews” to obtain perspectives on the subject. The research was based on the works of international academics who have studied similar cases, providing a broader context for the findings, the study used interviews as a qualitative research method, which allowed an in-depth exploration of students' perceptions and experiences regarding the "Washback" effect. Analysis of the interview data revealed crucial variables, such as the misalignment between assessments and the curriculum, as well as the influence of motivation on student's academic performance. In conclusion, based on the research results, it became clear that the "Washback" effect is an important aspect that should be considered in educational settings. In addition, the study highlighted potential areas for future research. These could focus on exploring teachers' perspectives and awareness of the Washback effect, allowing for a fuller understanding of how educators can address these issues in their teaching practices to improve assessment practices and optimize learning outcomes in English language education.