Wash-back effects of 2022 National Examination on EFL teachers" teach ing and students" English language learning: the case of Fitche and Abdisa Aga Secondary schools

The wash-back effect encompasses the impacts of tests on learning and teaching. This study mani fested in positive and negative forms. The present study delved into the wash-back effects induced by the 2022 National Examination on English as a Foreign Language (EFL) teachers teaching and students English language acquisition. Specifically, it examined the influence of the examination on the teachers teaching methodology, students learning strategies and contents of teaching mate rials .To attain the objective of the study, 209 twelve-grade students selected through random sam pling and six teachers chosen using purposive sampling from Fitche and Abdisa Aga secondary schools. Data collection encompassed quantitative and qualitative methodologies, incorporating teachers and students questionnaires for quantitative insights alongside teacher’s interviews and focus group discussions to gather qualitative data. Quantitative data were subjected to analysis via percentages and frequencies, while qualitative findings were interpreted through in-depth analysis. The findings of the study showed that students influenced to give more time for the work of previ ous examination questions rather than studying contents textbook. Their focus area was mostly on grammar, vocabulary and reading comprehension of the textbook, with teaching material selection guided by exam relevance rather than alignment with broader syllabus goals. Consequently, teachers exhibit a heightened motivation to teach grammar and vocabulary in tangent with exam expectations, often overlooking certain components that are not deemed exam-relevant. The as sessment results engender challenges, diminishing the emphasis on receptive skills in the class room and subsequently impending students' proficiency in these areas. In light of these findings, the study suggests that English teachers’ should formulate exam questions more uniformly aligned with textbook content and advised to impart comprehensive teaching encompassing all textbook components, fostering equitable teaching dimensions. Moreover, they should revise their approach to ensure greater alignment between examination questions and teaching material, promoting a harmonious educational experience.