Affiliation:
1. Department of English Language and Literature, Institute of Languages Study and Journalism, Wollega University, Nekemte, Ethiopia
2. Department of English Language and Literature, College of Humanities, Language Studies, Journalism and Communication, Addis Ababa University, Addis Ababa, Ethiopia
Abstract
Exams with high stakes may affect test takers’ learning endeavors. Given the students’ different academic backgrounds, it is not yet clear how much of an effect the tests will have on their out-of-classroom learning practices. This study, thus, aimed to close the knowledge gap by employing a mixed method of embedded research design and collecting data via questionnaire, focused group discussion (FGD), and document analysis. The questionnaire was administered to a stratified random sample of 94 12th grade students. The students with their one-semester academic achievements were selected from two secondary schools found in East Wollega zone, Oromia Regional State, Ethiopia. Data analysis involved descriptive statistics, multivariate and one-way ANOVA. The data gathered through document analysis and FGD were to substantiate the questionnaire. The contents of the three consecutive years of past Ethiopian Secondary School Leaving Certificate English Examination (ESSLCEE) questions were analyzed quantitatively. The qualitative method was used to conduct FGD with the selected participants from each school. The recorded data were subsequently transcribed, translated, analyzed, and discussed thematically. The study found significant differences between students of low-achieving groups (“Fair” and “Satisfactory” scorers) and high-achieving groups (“Very Good” and “Excellent” scorers) in studying non-ESSLCEE-related learning activities out-of-classroom. However, no statistically significant differences were observed between low-achieving groups and high-achieving groups regarding practicing ESSLCEE-related language components. The washback of high-stakes ESSLCEE on students’ out-of-classroom English learning practices was observed regardless of the students’ specific academic achievement groups they belonged to. The results suggest that there are differences in the impact of high-stakes exams on the efforts that students from different academic backgrounds make for out-of-classroom learning practices.