The Washback Effect: A Literature Review 
Meng Xing

School of English Studies Xi’an International Studies University，Xi’an Shaanxi China，710000；

Abstract：This review examines the theoretical development and empirical research on the washback effect, the influence of testing on teaching and learning. It traces its conceptual evolution since Alderson and Wall’s (1993) washback hypothesis, outlining key dimensions such as direction, intensity, specificity, and scope. Findings reveal washback as a complex, context-dependent process mediated by teacher cognition, learner agency, and digital assessment. Contemporary research increasingly links washback to issues of equity, ecological validity, and technology. The review concludes by emphasizing the need for stakeholder collaboration and critical reflection to foster assessment that supports meaningful and equitable learning.

Keywords: washback effect; language testing; language teaching and learning

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