It has long been noted that high-stakes language exams exert a
powerful influence on teaching and learning, a phenomenon known as
the washback effect (Alderson and Wall, 1993). However, due to the
complex nature of the phenomenon, little research has been
conducted in the field so far. This book, which is based on
empirical research into the washback effect of First Certificate in
English (FCE, Cambridge ESOL), discusses and elaborates on the
complexity of the phenomenon and accounts for the intervening
factors that mediate the process of test washback. The book
concludes with the presentation of a model that demonstrates how
the mechanism of washback operates and with recommendations to a
variety of stakeholders for achieving beneficial washback.
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