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A Critical Review of Washback Studies: Hypothesis and Evidence

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Revisiting EFL Assessment

Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

This chapter aims to demonstrate the current understanding of washback effects in the context of language testing and language education from the following three perspectives: (1) demonstrating the historical development of the concept of washback in both general education and language education, (2) elaborating the results of the empirical investigations and highlighting the gaps between hypotheses and evidence and (3) identifying the directions and areas for washback studies in future.

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Authors and Affiliations

  1. University International College, Macau University of Science and Technology, Macau, China

    Wei Wei

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  1. Wei Wei
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Correspondence to Wei Wei .

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Editors and Affiliations

  1. Sultan Qaboos University, Al-Khuodh, Oman

    Rahma Al-Mahrooqi

  2. Higher Colleges of Technology, Dubai Men, Dubai, United Arab Emirates

    Christine Coombe

  3. Language Center, Sultan Qaboos University, Al-Khoudh, Oman

    Faisal Al-Maamari

  4. Language and Translation, Dhofar University, Oman, Salalah, Oman

    Vijay Thakur

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Wei, W. (2017). A Critical Review of Washback Studies: Hypothesis and Evidence. In: Al-Mahrooqi, R., Coombe, C., Al-Maamari, F., Thakur, V. (eds) Revisiting EFL Assessment. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-32601-6_4

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  • DOI: https://doi.org/10.1007/978-3-319-32601-6_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-32599-6

  • Online ISBN: 978-3-319-32601-6

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