گلناز جمالی فر

Washback or backwash, used similarly, has been defined as the impact of testing on curriculum design, teaching practice, and learning behaviors. Iranian PhD candidates’ performance on this exam is required to pursue PhD study; therefore, degrees of washback both at the micro and macro levels are at stake. Despite the importance of this exam for the candidates, it seems that studies on washback and specifically washback effect of EPT on Iranian PhD candidates’ learning materials has not been given adequate attention in Iran. Given this, the present study attempts to examine the washback effect of EPT on Iranian PhD candidates’ learning materials. Based on sequential design, two phases of data collection were conducted with a two-week interval. In the first phase, attitude questionnaire was administered to 200 Iranian PhD candidates at Islamic Azad University, Isfahan (Khorasgan) branch. In the second phase of the study, 20 Iranian PhD candidates were interviewed. Finally, the collected data from both the questionnaires and the interviews were analyzed via quantitative and descriptive analysis, respectively. The results of the study revealed both positive and negative washback impacts on learning materials. The findings of the study have practical implications for language teachers in general, and EFL language teachers, syllabus designers, and material developers in particular.