International Journal of Research in English Education

en A Comparative Study on Washback Effect on Task-Based and Traditional Assessment with Regard to Gender and Attitude A Comparative Study on Washback Effect on Task-Based and Traditional Assessment with Regard to Gender and Attitude تخصصي Special پژوهشي Research Objective: The objectives of this mixed-methods study were to investigate the washback effect of Task-Based Language Assessment (TBLA) on the development of reading skills among EFL learners, as well as to explore students' attitudes toward the implementation of TBLA. Methods: A total of 108 male and female EFL learners were selected randomly and assigned to two equal groups of 54 (a control group and an experimental group). A Preliminary English Test (PET) was administered to ensure the homogeneity of the participants' proficiency levels. Both groups attended a 90-minute reading class per week over a period of three months (24 sessions in total) and received identical instruction. However, the experimental group was additionally assessed using researcher-designed task-based reading quizzes every four sessions. Pre- and post-test data were collected to measure reading improvement. Furthermore, an "Attitude Questionnaire on Reading" was administered to the experimental group, and the data were analyzed using a paired-samples t-test to evaluate learners' perceptions of TBLA. Results: The statistical analysis of the data indicated that the experimental group experienced a significantly positive washback effect, leading to greater improvements in reading skills compared to the control group. Additionally, the quantitative analysis of the questionnaire results revealed that the participants held a highly positive attitude and showed a strong tendency toward the application of TBLA in the reading classroom. Conclusion: The results of this study suggest that TBLA serves as an effective alternative to traditional assessment procedures. Incorporating task-based assessments can maximize educational achievements and foster more positive student attitudes toward language learning and development   Objective: The objectives of this mixed-methods study were to investigate the washback effect of Task-Based Language Assessment (TBLA) on the development of reading skills among EFL learners, as well as to explore students' attitudes toward the implementation of TBLA. Methods: A total of 108 male and female EFL learners were selected randomly and assigned to two equal groups of 54 (a control group and an experimental group). A Preliminary English Test (PET) was administered to ensure the homogeneity of the participants' proficiency levels. Both groups attended a 90-minute reading class per week over a period of three months (24 sessions in total) and received identical instruction. However, the experimental group was additionally assessed using researcher-designed task-based reading quizzes every four sessions. Pre- and post-test data were collected to measure reading improvement. Furthermore, an "Attitude Questionnaire on Reading" was administered to the experimental group, and the data were analyzed using a paired-samples t-test to evaluate learners' perceptions of TBLA. Results: The statistical analysis of the data indicated that the experimental group experienced a significantly positive washback effect, leading to greater improvements in reading skills compared to the control group. Additionally, the quantitative analysis of the questionnaire results revealed that the participants held a highly positive attitude and showed a strong tendency toward the application of TBLA in the reading classroom. Conclusion: The results of this study suggest that TBLA serves as an effective alternative to traditional assessment procedures. Incorporating task-based assessments can maximize educational achievements and foster more positive student attitudes toward language learning and development   ,Attitude,Reading skill,Task-Based Language Assessment,Washback effect 81 97 http://ijreeonline.com/browse.php?a_code=A-10-90-4&slc_lang=en&sid=1 Mojtaba Aghajani Mojtaba Aghajani Mojtaba_aghajani45@yahoo.com 10031947532846004028 10031947532846004028 No Department of ELT, University of Mazandaran, Mazandaran, Iran Department of ELT, University of Mazandaran, Mazandaran, Iran hamidreza khalaji Hamidreza Khalaji Hr.khalaji@iau.ac.ir 10031947532846004029 10031947532846004029 Yes Department of ELT, MAL.C., Islamic Azad University, Malayer Department of ELT, MAL.C., Islamic Azad University, Malayer Arezoo Ashoori Tootkaboni Arezoo Ashoori Tootkaboni a.ashoori@cfu.ac.ir 10031947532846004030 10031947532846004030 No Department of English Language Teaching, Farhangian University Department of English Language Teaching, Farhangian University Abbas Bayat Abbas Bayat abbas.bayat@yahoo.com 10031947532846004031 10031947532846004031 No Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran