Washback of the High-Stakes English Baccalaureate Exam: Empirical Investigation of 4th English Language Teachers' Attitudes and Practices in Tunisia

Abstract

This paper reports on a study investigating the washback effect of the English Baccalaureate Exam, a high-stakes exit and admission exam for 4^th form of secondary school students in Tunisia. The study aims at gaining preliminary understanding of the relationships between teacher-related factors and their teaching practices. A mixed methods research was used to examine four independent variables: teachers' attitudes towards the exam AE, their beliefs about the effective teaching methodology, their beliefs about exam preparation, and their self-efficacy beliefs and their teaching practices. SPSS version 23 was used to analyse the data collected from teachers’ questionnaires. Pearson product-moment correlation coefficient and simple and multiple linear regression models were computed to test how strong the relationships between teacher-related factors and their teaching practices are. The findings revealed that the exam cannot, on its own, dictate what and how teachers teach. Hence, teacher-related factors are predictors of their teaching practices. The findings from quantitative and qualitative analyses were synthesised to cross-check the stated practices and real classroom practices. This study provides clear evidence how teachers’ attitudes and beliefs are reflected and mirrored in their teaching behaviours. It is expected that the findings are likely to contribute in developing appropriate policies and procedures for implementing effective teaching practices in the context of high-stakes exam.