THE WASHBACK EFFECT OF THE MOROCCAN ENGLISH BACCALAUREATE EXAMINATION ON TEACHING PRACTICES

Mounir El Ourf, Driss Marjane

Abstract


This study investigated the possible influence of the Moroccan English baccalaureate examination on what and how teachers teach in class. This study was carried out in the city of Fes, Morocco, where classroom observations were conducted in three high schools. These were followed by post-observation interviews and a structured questionnaire. The findings indicated that teachers’ choice of teaching materials, the content of their course, and their teaching methodology were affected by the examination. However, the teachers in the study revealed that they were subjected to different degrees of influence. Some teachers thought that it was necessary to adopt exam-oriented activities to meet the demands of the examinations, whereas others were aware of the limitations associated with concentrating on examination preparation and thus were not affected by it to a great extent. Based on those results, it was recommended that any reform of teaching materials or teaching methodology has to go hand in hand with a reform of the format and content of the English baccalaureate examination.

 

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washback, Moroccan English baccalaureate examination, teaching methodology

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References


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DOI: http://dx.doi.org/10.46827/ejel.v9i3.5480

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