Volume 11, Issue 2 (7-2026)
IJREE 2026, 11(2): 81-97 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Aghajani M, khalaji H, Ashoori Tootkaboni A, Bayat A. (2026). A Comparative Study on Washback Effect on Task-Based and Traditional Assessment with Regard to Gender and Attitude. IJREE. 11(2),
URL: http://ijreeonline.com/article-1-1063-en.html
URL: http://ijreeonline.com/article-1-1063-en.html
Department of ELT, MAL.C., Islamic Azad University, Malayer
Abstract: (20 Views)
Objective: The objectives of this mixed-methods study were to investigate the washback effect of Task-Based Language Assessment (TBLA) on the development of reading skills among EFL learners, as well as to explore students' attitudes toward the implementation of TBLA.
Methods: A total of 108 male and female EFL learners were selected randomly and assigned to two equal groups of 54 (a control group and an experimental group). A Preliminary English Test (PET) was administered to ensure the homogeneity of the participants' proficiency levels. Both groups attended a 90-minute reading class per week over a period of three months (24 sessions in total) and received identical instruction. However, the experimental group was additionally assessed using researcher-designed task-based reading quizzes every four sessions. Pre- and post-test data were collected to measure reading improvement. Furthermore, an "Attitude Questionnaire on Reading" was administered to the experimental group, and the data were analyzed using a paired-samples t-test to evaluate learners' perceptions of TBLA.
Results: The statistical analysis of the data indicated that the experimental group experienced a significantly positive washback effect, leading to greater improvements in reading skills compared to the control group. Additionally, the quantitative analysis of the questionnaire results revealed that the participants held a highly positive attitude and showed a strong tendency toward the application of TBLA in the reading classroom.
Conclusion: The results of this study suggest that TBLA serves as an effective alternative to traditional assessment procedures. Incorporating task-based assessments can maximize educational achievements and foster more positive student attitudes toward language learning and development
Methods: A total of 108 male and female EFL learners were selected randomly and assigned to two equal groups of 54 (a control group and an experimental group). A Preliminary English Test (PET) was administered to ensure the homogeneity of the participants' proficiency levels. Both groups attended a 90-minute reading class per week over a period of three months (24 sessions in total) and received identical instruction. However, the experimental group was additionally assessed using researcher-designed task-based reading quizzes every four sessions. Pre- and post-test data were collected to measure reading improvement. Furthermore, an "Attitude Questionnaire on Reading" was administered to the experimental group, and the data were analyzed using a paired-samples t-test to evaluate learners' perceptions of TBLA.
Results: The statistical analysis of the data indicated that the experimental group experienced a significantly positive washback effect, leading to greater improvements in reading skills compared to the control group. Additionally, the quantitative analysis of the questionnaire results revealed that the participants held a highly positive attitude and showed a strong tendency toward the application of TBLA in the reading classroom.
Conclusion: The results of this study suggest that TBLA serves as an effective alternative to traditional assessment procedures. Incorporating task-based assessments can maximize educational achievements and foster more positive student attitudes toward language learning and development
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). |
This work is licensed under a Creative Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)