VietTESOL International Convention, VietTESOL International Convention 2018

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Washback of English Test to English Teachers in the 4th Industrial Revolution
Thu Minh Dinh

Last modified: 2018-09-21


The fourth industrial revolution demands highly-qualified laborers with standard English language proficiency. Complying by circular 2961/BGDĐT- GDĐH (2010) for quality assurance and accreditation control of HEIs, and Decree 729/QĐ-BGDĐT (2015), higher education institutions articulate their English outcomes for students and qualifying them by international tests like IELTS, TOEIC or internally-developed tests. Washback, i.e. test effects on teachers and learners in the school context, of these tests has become an updated attractive research area in the current Vietnamese tertiary educational context (Nguyen Thi Linh, 2017; Nguyen Thi Thuy Lan, 2017; Tran Thi Duyen, 2017), echoing the claim made by Bachman (2000) and Cheng, Sun, Ma (2015) about the increasing interest in washback in the global testing and assessment. This paper aims at reviewing key washback frameworks of washback effects (Alderson & Wall, 1993; Bachman & Palmer, 1996; Bailey, 1996 and Green, 2007) to build up a washback framework for English language teachers, from which pedagogical implications would be drawn out in teaching English in the Vietnamese tertiary educational context. In order to reach the research aim, the author uses a qualitative document analysis of the significant global authors' washback publications along with the published Vietnamese washback research. The findings reveal that teachers are influenced by the test majorly in terms of their perception of the test status and test contents. It is recommended that all stakeholders, teachers, in particular, should be concerned about positive washback to enhance true language ability in learners.


assessment, washback, teacher, english teaching