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Abstract
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Washback effect refers to the fact that testing controls not only the curriculum but also teaching methods and students' learning strategies (Biggs, 1995). University Entrance Examination (UEE) in Iran as a high-stake test affects many aspects of the education system but the nature of its impact on the English teachers' teaching method and students’ learning method is not clear. To clarify the nature of this impact on the whole education system, First, in a historical perspective, the methods and procedures used to teach English after Iran’s revolution are studied. Then, it presents and discusses how both fresh employed teachers and pre university students perceive and evaluate the nature and scope of the impact of the English Section of the UEE on the teaching and learning of FLs in the country.
the present study was done on 50 Iranian pre university students and 25 EFL teachers in khajeh, Heris. Data were collected through a standardized and validated questionnaire and group interviews and document analysis of the comparison of class exams during these years to see the effect of UEE on designing class questions. Both qualitative and quantitative data were collected for this study. Quantitative data were analyzed using SPSS while qualitative data were evaluated following the procedures proposed by Miles and Huberman (1994, pp. 58-69). Descriptive statistical procedures were used to analyze and describe the data.
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