Washback of Second Language Assessment: Focusing on Research in the International and Korean Contexts

Washback has been of interest in the field of second and foreign language teaching as well as testing; indeed, it has been widely discussed as one of the key test qualities. While multifaceted aspects of washback have been proposed and examined, there still remain many more unanswered questions because washback should be evaluated in relation to a specific testing and teaching/learning situation. It is therefore worth reviewing prior research and identifying gaps in the literature to address future research on washback, especially in the Korean context. This article first reviews seminal theoretical contributions to the current understanding of washback. It then introduces prior empirical research on two test types: largescale testing and classroom/school-based assessments used in both international and Korean contexts. Whereas the washback effects of representative international large-scale tests have been widely examined worldwide, there have been a limited number of studies on washback involving large-scale and classroom assessments in the Korean context. The primary focus of prior research has been on the perceptions of teachers and learners, while empirical evidence in teaching and learning is still lacking. These comprehensive, critical reviews illustrate washback effects on a range of stakeholders at different stages of teaching and learning, which contribute to addressing the need for future research on washback.