Victoria Peña Jaenes


This paper analyses the potential washback effect of the Cambridge English First test on language courses by considering the choice of writing tasks and the key aspects for success in the test according to learners and teachers. For that purpose, several approaches about the washback effect have been considered and they have inspired the research process, in which six institutions, 136 students and 17 teachers have taken part. After discussing the results obtained from questionnaires and teaching diaries in the light of the latest views on washback, several conclusions have been drawn. The washback effect is evident in the task types used and also in the activities considered more effective to pass the test.



accreditation exams; language courses; washback effect; writing skills

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DOI: https://dx.doi.org/10.17561/grove.v24.a4


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