Author(s)

Hanen Dammak ¹, Ali Khatibi ², S. M. Ferdous Azam ²

Affiliation(s)

¹ Institute of Advanced Business Studies, University of Carthage, Tunisia
² Faculty of Business Management, Management and Science University, Shah Alam, Malysia

Corresponding Author

Hanen Dammak

ABSTRACT

This paper seeks to explore the relationship between teachers' attitudes and their teaching practices within the context of the high-stakes English Baccalaureate Exam in Tunisia. Previous studies have found that factors other than the exam itself play a role in determining the amount and type of washback. Teachers' beliefs have incited much research, particularly in the context of high-stakes examinations. This study examines ELTs' AE. While most washback studies are qualitative and based on case studies, this study used a quantitative oriented approach relying on both quantitative (questionnaire, 364 ELTs following random sampling) and qualitative data (classroom observations and interviewees, 4 ELTs). Pearson product-moment correlation coefficient and linear regression were used. Results showed that ELTs had mixed attitudes ranging from positive to negative. The findings also demonstrated substantial evidence of the relationship between ELTs' views and their TP. To varying degrees, ELTs' views on EBE were mirrored in their teaching practices, affecting various aspects of their classrooms. Owing to the importance of the issue, much focus should be given to teachers' beliefs. The findings are expected to contribute to developing appropriate policies and procedures for implementing effective teaching practices in the context of EBE.

KEYWORDS

High-stakes EBE, attitudes, teaching practices, washback, teacher

CITE THIS PAPER

Hanen Dammak, Ali Khatibi, S. M. Ferdous Azam, Examining the Perceived Effect of the English Baccalaureate Exam on Teachers' Teaching Behaviour in Tunisian Secondary Schools. Curriculum and Teaching Methodology (2023) Vol. 6: 96-112. DOI: http://dx.doi.org/10.23977/curtm.2023.060118.

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