The Washback Effect of Task-based Assessment on the Iranian EFL Learners' Development of Pragmatic Competence

Subject Areas :

Maryam Nazari ¹ , Abbas Bayati ² , Payman Rajabi ³

1 - Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran
2 - Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran
3 - Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran

Received: 2020-05-12 Accepted : 2020-11-13 Published : 2021-04-01

Keywords: pragmatic competence, speech acts, Task-based language assessment, washback effect,

Abstract :

The present study was an attempt to explore the ‘washback effect’ of task-based assessment (TBLA) on EFL Iranian learners’ pragmatic development. To this end, through conducting KET (Key English Test), 60 out of 120 EFL Iranian learners studying in an English language school, were randomly selected. They were assigned to treatment group (N=30), and control group (N=30). The treatment group was assessed through TBLA and the control group was assessed via non-task based assessment for 20 ninety-minute sessions. The class sessions were held twice a week. The obtained data was examined through independent sample t-test. The findings implied that TBLA as a pedagogical measurement tool can well replace the classic assessment procedures, since all educational efforts including testing and assessment procedures are planned to maximize the educational gains and developments.

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