This article reports a mixed-method study that examined the washback effect from a locally-produced, theme-based, high-stakes English language proficiency test in tertiary education in a Turkish EAP context. The aim was to explore the extent to which washback on teaching was induced by an integrated theme-based English proficiency test designed to reflect authentic language use in the tertiary education context in Turkey. The data collection involved classroom observations and focus group interviews with 14 instructors from the Preparatory English Language Program (PEP). Classroom observations were conducted using the Communicative Orientation of Language Teaching Observation Scheme (COLT) (Spada & Frohlich, 1995), and data was qualitatively and quantitatively analyzed. Inductive analysis of the transcribed interview data was also used. The findings indicated that both positive and negative test effects were exerted on teaching. In addition to positive washback on materials, this study also found negative washback in the form of narrowing of the curriculum. Findings also implied that although the test had varying amounts and types of washback depending on the particular teacher involved, both content and methodology in teaching are affected. The article concludes by interpreting these results in the light of recent studies on learner washback, discussing implications for teachers, and providing suggestions for further research.

中文翻译：

---

考试可以改变老师的教学方式和方式吗？调查土耳其语语境下的大学英语能力测试的反冲效应

本文报告了一项混合方法研究，该研究研究了土耳其EAP环境中本地生产的基于主题的，高学历英语能力测试在高等教育中的反冲作用。目的是探讨基于主题的综合英语能力测试在一定程度上引起教学反响的程度，该测试旨在反映土耳其高等教育环境中真实的语言使用情况。数据收集包括课堂观察和与英语预备课程（PEP）的14位讲师进行的焦点小组访谈。使用“语言教学观察交流方案”（COLT）的交流定向进行课堂观察（Spada和Frohlich，1995年），并对数据进行定性和定量分析。还使用了对转录访谈数据的归纳分析。研究结果表明，正面和负面的测试效果都施加在教学上。除了对材料的正面反洗以外，本研究还发现缩小课程范围的负面反洗。研究结果还暗示，尽管根据所涉及的特定教师，该测试的反冲数量和类型各不相同，但教学的内容和方法都会受到影响。本文最后根据对学习者反冲的最新研究来解释这些结果，讨论对教师的启示，并为进一步研究提供建议。研究结果还暗示，尽管根据所涉及的特定教师，该测试的反冲数量和类型各不相同，但教学的内容和方法都会受到影响。本文最后根据对学习者反冲的最新研究来解释这些结果，讨论对教师的启示，并为进一步研究提供建议。研究结果还暗示，尽管根据所涉及的特定教师，该测试的反冲数量和类型各不相同，但教学的内容和方法都会受到影响。本文最后根据对学习者反冲的最新研究来解释这些结果，讨论对教师的启示，并为进一步研究提供建议。