Exploring the Underlying Influences of School Curriculum and Assessment on the EFL Classroom

Abstract

In many English as a Foreign Language (EFL) contexts, a misalignment exists between national curriculum objectives and high-stakes assessments or tests in English learning. While English curriculum objectives overall lay emphasis on balanced skill development and communicative competence, standardized English exams mainly assess reading, grammar, and writing, as well as test-taking skills. This incongruence forces school EFL teachers to prioritize test preparation over fostering real-world language use, leading to a phenomenon known as washback. Consequently, students often attain their education with some test-taking skills and strategies but with restricted communicative ability. To address this issue, several strategies have been proposed, including integrating listening and speaking assessments at a national level and implementing teacher-driven continuous assessment. Additionally, providing direct written feedback instead of numerical scores and incorporating alternative assessments such as drama, role-plays, and presentations can enhance learners’ speaking proficiency. Collaboration among teachers in developing meaningful assessment tools further reinforces alignment with curriculum goals. By adopting these measures, school EFL education can move toward a more balanced, communicative approach.