EXAMINING THE BACKWASH EFFECT OF TASK-BASED LANGUAGE ASSESSMENT ON READING SKILLS OF EFL UNDERGRADUATE STUDENTS

This study primarily focused the EFL undergraduate students at a public university in Pakistan. In this study, task-based language assessment (TBLA) was used to assess reading skills because it is one of most assessed Reading an academic skill. Supposedly, should have good higher education. Thus, there are three courses taught specifically focusing on English education and prime focus all them. However, test items criticized for testing rather writing instead reading. Task-based Language Assessment check its backwash effect. TBLA has not been adopted local context yet, context. Therefore, present conducted examine effect skills. action research design followed within qualitative paradigm. Sample drawn using convenient sampling. The participants were 12 students. Students’ journals, exit slips teacher’s diary as data collection instruments. findings revealed that positive both teaching learning Further pedagogical implications proposed study.