The Washback Effect of Low-Stakes Tests on English Instructors’ Teaching Strategies

Abstract

This study explores the washback effect of low-stakes quizzes on English instructors' teaching strategies within a preparatory program at a foundation university in Turkey. While the majority of washback literature focuses on high-stakes assessments, this study shifts attention to the relatively underexplored domain of low-stakes testing. A mixed-methods research design was employed. Quantitative data were collected via a Likert-scale questionnaire administered to 15 English instructors, focusing on four domains: activity/time arrangement, teaching methods, materials used, and content covered. Additionally, semi-structured interviews with five participants provided qualitative insights into instructors’ perceptions of institutional pressure and instructional autonomy. Both instruments were adapted from previous validated studies to ensure reliability and contextual relevance. Findings indicate that even low-stakes quizzes can significantly influence instructors' time management, teaching methods, and material selection. The results also suggest that institutional pressure and quiz structure shape teaching priorities in ways that extend beyond simple content alignment. Implications are discussed in light of teacher agency, curriculum design, and test development.