Washback and stakeholder influence on contemporary communicative language teaching: Implications for curriculum development

This research study explored the influence of summative assessment and stakeholders on contemporary Communicative Language Teaching (CLT) in high-stakes educational settings. The participants comprised of second language instructors that were instructing university preparatory English as a Second Language (ESL) courses. Each participant had advanced qualifications, had extensive teaching experience, and self-identified as a contemporary CLT instructor. The study utilized a phenomenological methodology to examine the participants lived experience of their respective working environments. A fuller understanding of the desirable and undesirable effects of summative assessment and stakeholder influence on contemporary CLT practice emerged from the study. The study concludes by synthesising the findings with current research to reveal practical knowledge for those involved in proficiency based second language program design to consider.