Washback Effect of TOEIC Listening And Reading as a College Exit Test in Riau, Indonesia

Abstract

The utilization of the TOEIC test in some universities in Indonesia
as a language exit exam highlights the phenomenon of the washback
effect, revealing that this exit requirement influences the narrowing
of teaching content and a less communicative teaching process.
Some universities in Indonesia have employed the TOEIC (Test of
English for International Communication) listening and reading test
as a language exit exam. This study investigated teachers’
perceptions concerning the TOEIC listening and reading test. The
data were gathered by administering a questionnaire at three major
Indonesian universities. The finding revealed that using TOEIC
listening and reading as an exit requirement impacted the narrowing
of teaching content and led to a non-communicative teaching
process, yet the influence was not significant. This study found that
the perceived test impact was influenced by factors differing from
another research context.