Abstract:

Preparatory Year Program (PYP) of Saudi universities aims to bridge the existing gap between school outcomes and university needs. Due to their significance for the future of learners, English language courses are assessed through high-stakes tests. Lecturers’ job becomes to prepare these competitors for the test. Washback effect refers to the influence of testing on language teaching. Hence, it is necessary to investigate the washback phenomenon and to find out to what extent it affects language teaching. Outcome-Based Education (OBE) is an approach in which learning processes are guided by students' learning outcomes. Accordingly, this article develops a conceptual framework of Learning Outcome Based English Language Assessment (LOBELA) washback. It investigates the effect of LOBELA washback on four teaching factors: teaching methods, content assessment, teachers’ attitude and teachers’ motivation. The data was collected via two instruments: a questionnaire and a semi-structured interview. The questionnaire data were analyzed using SPSS software and the qualitative data by using thematic analysis. It is found that LOBELA washback has the greatest effect on teaching methods. It has the equal effect on teachers’ attitudes and motivation. Content assessment has the least effect. The article suggests some training to develop language assessment literacy among EFL lecturers.

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