Teachers as Key Factors in Washback: analyzing classroom practices in Libyan preparatory schools

الملخص

This paper investigates the washback effects of a national achievement test on teaching practices in three preparatory schools located in the northwest Libya. Adopting a case-study methodology, this paper provides an analysis of how national testing influences classroom teaching. Data were collected through semi-structured interviews with teachers, and video recordings of classroom lessons. Inductive thematic analysis was used to examine the interview transcripts and the recorded classroom interactions. The study applies Alderson and Wall’s (1993) washback model, along with the objectives outlined in the course book materials, as benchmarks to analyse classroom practices. The findings reveal that contextual factors, particularly the teachers' own characteristics, play a critical role in shaping their teaching.