The Washback Effects of Task-based and Non-Task-based Language Assessment on English for Academic Purposes (EAP) Students’ Reading Comprehension Ability

Document Type : Original Article

Authors

1 Ph.D. Candidate, English Department, College of Humanities, Malayer Branch, Islamic Azad University, Malayer, Iran

2 English department, College of Humanities, Malayer Branch, Islamic Azad University, Malayer, Iran

10.22038/fmej.2024.71996.1539

Abstract

Background: The present study set out to examine the washback effects of task-based (TBLA) and non-task-based language assessment (NTBLA) on nursing students’ reading comprehension ability.
Method: First, 60 students studying nursing in Kermanshah University of Medical Sciences took part in the study. Second, they were homogenized in terms of English language proficiency and were later non-randomly assigned to two experimental groups each comprising 30 learners. In Group1, task-based reading assessment was provided while in Group 2, non-task-based traditional reading assessment was administered.
Results: The results of the study pointed to a statistically significant difference between the washback effects of the two assessment types. In other words, the participants in TBLA group outperformed those in NTBLA group.
Conclusion: Complementing EAP courses for medical students with TBLA sounds an auspicious move towards enhancing academic reading ability of medical students. The findings have certain pedagogical and research implications as well.

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Future of Medical Education Journal
Volume 14, Issue 1
March 2024
Pages 42-47

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