EXAM-DRIVEN PEDAGOGY: THE WASHBACK EFFECT OF HSSC-ELE ON ENGLISH LANGUAGE TEACHING IN KOHAT DISTRICT, PAKISTAN

Abstract

This study investigates the influence of the Higher Secondary School Certificate English Language Examination (HSSC-ELE) on teaching practices in Kohat District, Pakistan. Using a quantitative research design, data was collected from 254 English language teachers through a 19-item Likert-scale questionnaire. The findings reveal that the HSSC-ELE exerts a strong influence on classroom practices, with teachers prioritizing exam-specific content and techniques to ensure student success. Key practices include focusing on grammar, using past papers, and aligning teaching objectives with exam requirements. Teachers often avoid methods that do not directly contribute to exam performance, such as teaching communication skills, due to the high-stakes nature of the test. The study highlights a tension between exam preparation and holistic language learning. While some teachers attempt to incorporate broader skills, systemic pressures and the exam’s rigid structure often limit their efforts. These findings align with previous research on washback effects, demonstrating how high-stakes exams can narrow teaching focus and discourage innovation. The study concludes that reforms are needed to reduce the negative impact of the HSSC-ELE, such as incorporating assessments of speaking and listening skills and encouraging more communicative teaching methods. Such changes could help align exam goals with the broader objective of promoting genuine language proficiency among students.

Keywords: Washback Effect, High-Stakes Testing, English Language Teaching, Exam Preparation, Curriculum Alignment