In the field of second or foreign language testing, washback is known as the effect of language tests on teaching and learning. Recent research studies have focused on the washback effects by elucidating test impacts on teaching dynamics. As emphasized in the fifteen washback hypotheses (Alderson & Wall, 1993), language tests may influence teachers in terms of teaching content, methodology, and materials. Besides, several ground-breaking studies put forward that washback drives language teachers to align their teaching context with tests or exams that have serious consequences for the stakeholders. Undeniably, this alignment causes a mismatch between theory and practice, and teachers might feel stressful and under pressure because of the mismatch between the curricular requirements and exam-driven expectations. Accordingly, the current study aims to investigate the relationship between teacher burnout and washback effects in an EFL (English as a foreign language) teaching context. The subject group of the research includes 55 EFL teachers who work in lower secondary education in Turkish MoNE (Ministry of National Education). Data were collected from the participants via online survey including a burnout scale and washback questionnaire. Descriptive statistics, non-parametric comparison tests, and chi-square tests were employed for the data analysis. Preliminary findings indicate that both burnout teachers and non-burnout teachers have higher level of washback in their classrooms, which highlights an exam-oriented language teaching at lower secondary schools. Whereas non-burnout teachers practice more test-grounded practices and adopt more test-oriented exercises, burnout teachers integrate washback into their teaching methodology. However, no significantly statistical difference between different burnout levels in terms of washback density was yet found in our data. Further analyses will provide more information about the understanding of the relationship between washback and burnout and how EFL teachers interpret the washback in their classrooms.

This study employs an online questionnaire survey method to collect relevant data from secondary school teachers. The sample of this study consists of 55 EFL teachers from 21 years to 50 years of age, and they teach at public or private lower secondary schools in Turkiye. In order to collect data, an online survey form including a work-related burnout scale with 23 items (Schaufeli et al., 2019) and a washback questionnaire with 22 items was used. Descriptive and inferential statistics were applied sequentially to describe the washback and burnout levels, and the comparison of groups was applied to understand the relationship between teacher burnout and washback effect. In order to categorize the burnout levels as “No Burnout”, “Burnout Risk”, and “Burnout”, the cut-off scores provided in Schaufeli et al. (2019) were utilized. Findings will be discussed within the framework of the research questions: (1) the level of burnout, (2) the density of washback, and (3) the relationship between washback and burnout.

The basic findings of the study show that the mean score of EFL teachers’ burnout is 2.56, which is close to the threshold level of the burnout risk. Whereas EFL teachers do not suffer from mental distance (X̄=2.23), cognitive impairment (X̄=2.16), and emotional impairment (X̄=2.25), they have higher level of exhaustion (X̄=3.16) at lower secondary schools. Regarding the dimensions of burnout construct, EFL teachers who experience burnout have the highest mean score respectively in exhaustion (X̄=4.03), then mental distance (X̄=3.35) and emotional impairment (X̄=3.06), and finally cognitive impairment (X̄=2.85). As for washback density, all teachers make use of the exam-oriented teaching practices in their classes in a considerable amount of degree. However, there are different reflections of the washback in the classrooms of burnout teachers and non-burnout teachers. More specifically, EFL teachers with no burnout have a tendency to adopt more test-oriented practices by utilizing multiple-choice items and language tests. In addition, they teach the students how to become test-wise. On the other hand, EFL teachers who have burnout or the risk of burnout tend to align their teaching methodology more with the high-stakes test content and methods. Comparison test results display no statistically significant difference or relationship between burnout and washback. Nonetheless, from the current results, it becomes clear that EFL teachers with different levels of burnout interpret and implement the test impact in a different way in their classrooms. Further analyses will provide an additional understanding of the relationship between washback and burnout of EFL teachers.

Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115-129. Schaufeli, W.B., De Witte, H. & Desart, S. (2019). Burnout Assessment Tool (BAT) – Test Manual. KU Leuven: Internal report.