SHIFTING PEDAGOGIES: THE ROLE OF EXAM’S FORMAT AND STAKE ON SECONDARY SCHOOL LANGUAGE TEACHERS’ INSTRUCTIONAL DECISIONS

Abstract

High-stakes language examinations often shape not only student behavior but also the instructional decisions of language teachers. This phenomenon, known as washback, plays a critical role in how teaching practices align with assessment demands. This study intents to explore the nature and extent of washback effects on language teachers' instructional strategies due to exam’s format and its stakes. A quantitative approach was employed, involving the development of washback survey, administered on 370 language teachers and multiple linear regression analysis was assisted to determine the roles of exam’s format and stakes on teacher exam-oriented practice. The model was statistically significant, F(2, 367) = 170.00, p < .001, explaining 48.2% of the variance in assessment decisions. Both exam’s format (β = 0.583, p < .001) and stakes (β = 0.319, p < .001) were significant predictors, with exam’s format exerting a stronger influence. Findings revealed that teachers frequently adapt their teaching methods and materials to reflect exam formats and perceived expectations. The study contributes to a deeper apprehension of how assessment policy influences classroom practice and the substantial impact of test design and perceived stakes on teacher behavior in language assessment contexts, with implications for assessment literacy, policy development, and test use in high-stakes environments. Future research should further investigate contextual variables that mediate the intensity and direction of washback in diverse educational settings.