Unveiling the Importance of the Washback Effect in Aligning Effective Teaching Techniques: An Exploratory Study of EFL Teachers’ and Students’ Perspectives at the University of Ain Temouchent

Abstract

Two prominent areas of education, "washback" and "curriculum alignment," are extensively explored separately but infrequently combined. The goal of the present research work is to comprehend the relationship between these two and look for any current connections between them. By outlining the empirical connections between the two domains under consideration, this work adds to the body of current literature in this area. This study investigates the interaction between washback and curriculum alignment with the aim of knowing how they assist in aligning effective teaching practices. A descriptive design was employed, and two questionnaires served as data instruments. The participants were five teachers and twenty-five students, selected to provide information on the interaction between assessment practice, curriculum alignment, and classroom instruction. The study points out areas of overlap between curriculum alignment and washback and indicates that such areas are useful in guiding practice and counteracting the negative influence of examination on learning. The study comes to the conclusion that a more comprehensive understanding of how an aligned educational system might lessen the detrimental effects of exams on classroom instruction can be obtained by examining curricular alignment and washback combined. Through such intersections, the study contributes to the existing evidence base in curriculum and assessment and suggests lines for further research on the combined contribution of washback and alignment towards effective teaching.