Investigating the Washback of English Language Testing Reform on Teaching English in Oman

Washback research has gained significant interest among educationalists in recent years.
This study examines the new English elective diploma examination in Oman, which
assesses the English language proficiency of students seeking admission to tertiary
education or the labour market. This research focuses on the intended consequences of
the examination, as reported by Ministry of Education (MoE) decision-makers, teachers'
perceptions of the examination, and the perceived effects on teaching practices. The study
also identifies the extent of perceived washback effects associated with teacher-related
factors. This study used various data-gathering methods, including a nationwide teacher
survey, classroom observation and semi-structured interviews. Descriptive analysis was
used to determine the prevalence of certain perceptions among teachers and inferential
analysis was used to identify the factors contributing to specific teaching practices.
Thematic analysis was used to understand the mechanics of the washback effect.
The study found that employing an examination to prompt pedagogical change does not
always yield desired outcomes. The results indicate that the impact of the new English
elective diploma examination on teaching practice is complex and inconsistent. There
was no direct influence on teachers’ teaching methods; rather, washback operated through
other factors, such as teachers’ beliefs, attitudes and responses to the test, as well as
aspects such as gender and academic qualifications.
This study emphasises the need for further research on washback using appropriate
methodologies and refinements to existing research tools. It proposes a conceptual
framework of washback in teaching that contributes to understanding of the mechanisms
of washback, which should be relevant not only in Oman but also to other Middle Eastern
countries with similar exam-oriented contexts. The findings of this study may help
improve English language teaching in Oman and serve as an impetus for curricular and
examination reform.