Abstract:
A teacher’s self-perception and identity are shaped by the test accountability context
where they teach. Although research on washback effect and teacher-related factors
is not an uncharted territory, investigating the nexus of high-stakes tests and
teachers’ professional identity has been kept at the margins. In response to this gap,
the present study examined the washback effect of IELTS examination on Iranian
EFL instructors’ professional identity. To this end, at the beginning of the study, a
professional identity questionnaire was administered on 120 IELTS instructors to
determine the relationship between EFL teachers’ IELTS Related Experiences and
their Professional Identity. Likewise, 15 IELTS instructors were closely examined at
the outset of their IELTS course and at its end to examine the change in their
perceptions. Regarding the qualitative phase, the researchers carried out a semistructured
interview with all 15 instructors. The results of t-test and Wilcoxon
Signed Ranks test indicated there was no statistically significant improvement in
IELTS instructors’ Professional Identity total scores from pretest to posttest (p>.05).
However, the results of Spearman rho indicated a positive and significant
relationship between instructors’ professional identity and their past IELTS related
experiences. Likewise, the interview results indicated that Iranian instructors’
professional identity has been extensively affected by IELTS examination in that
they had no option but to work for the test rather than developing genuine literacy
skills. The participants further argued that to survive in such a score-polluted
context, they have had no choice but to use tips and tricks, test-taking strategies, and
past papers.
Machine summary:
Although research on washback effect and teacher-related factors is not an uncharted territory, investigating the nexus of high-stakes tests and teachers’ professional identity has been kept at the margins.
In a score-polluted teaching context created around exam preparation courses, teachers’ practices and the way they feel about themselves as teachers, or how they perceive their professional identity are definitely affected by the examinations and the students’ results (van Veen, Sleegers, & van de Ven, 2005).
All these indicate that there is a dearth of research on washback effects of standardized high-stakes tests like IELTS on EFL teachers considering their personality and identity related variables.
What seems to be missing is examining the possible impacts of high-stakes test like IELTS on teachers’ sense of professional identity which the present study aimed to take it under meticulous investigation and bridge the gap in this research area.
The reason for such an Estaji & Ghiasvand/ The washback effect of IELTS examination on EFL… 89 addition was that these questionnaires did not include items touching upon the constructs related to test taking and its impacts on professional identity.
It should be noted that such Estaji & Ghiasvand/ The washback effect of IELTS examination on EFL… 91 results might be due to the fact that either the teachers in this study already had enough experience in teaching IELTS; therefore, IELTS instruction between pretest and posttest did not have any better washback effect on the Professional Identity of the teachers than it already had.