Examining Washback in EFL Multi-exam Preparation Classes in Greece: A Focus on Teachers’ Teaching Practices

  • Irini – Renika Papakammenou


This paper reports on a research study on the washback effect of multi-exam classes on teaching practices in Greece. The study approaches the topic from the point of view of the teachers and the teaching practices they use when teaching exam preparation classes. The aim is to emphasise the importance of the teachers’ role, their decisions, and the teaching practices they use in response to washback. The paper presents the multi-exam context, an interesting pedagogical ecology that has been formulated in Greece over the past years as a result of a strong examination culture. It discusses the need for clarification of the term ‘teaching practices’ and presents the theoretical underpinnings of the study by drawing a distinction between ‘methods’, ‘activities’ and ‘tasks’ when studying teachers’ methodology in washback studies. The paper also investigates the teaching practices that teachers use in exam preparation classes, comparing multi-exam and one-exam classes in both terms. Positive and negative washback on teachers’ teaching practices are addressed, as well as the factors that determine whether and to what degree washback occurs. Finally, the paper suggests some effective ways of how teachers can teach to the test and get involved in testing.


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© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Irini – Renika Papakammenou
    • 1
    • 2
  1. 1.University of CyprusNicosiaCyprus
  2. 2.Institute of Foreign LanguagesAgrinioGreece

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