EXAMINING THE BACKWASH EFFECT OF TASK-BASED LANGUAGE ASSESSMENT ON READING SKILLS OF EFL UNDERGRADUATE STUDENTS

This study primarily focused the EFL undergraduate students at a public university in Pakistan. In this study, task-based language assessment (TBLA) was used to assess reading skills because it is one of the most assessed language skills in Pakistan. Reading is an academic skill. Supposedly, students should have good reading skills at higher education. Thus, there are three courses taught specifically focusing on English language at higher education and reading is a prime focus in all three of them. However, the reading test items are criticized for testing rather the writing skills instead of reading. Thus, a Task-based Language Assessment (TBLA) was used to check its backwash effect. TBLA has not been adopted in the local context yet, specifically in a reading context. Therefore, the present study was conducted to examine the backwash effect of TBLA on reading skills. In this study, action research design was followed within the qualitative research paradigm. Sample was drawn using convenient sampling. The participants were 12 undergraduate students. Students’ reading journals, exit slips and teacher’s diary were used as data collection instruments. The findings revealed that TBLA has a positive backwash effect on both teaching and learning in the EFL context. Further pedagogical implications are proposed in the study.