iranian pre-university students’ perceptions towards the english section of the iranian national university entrance exam (inuee): a washback study

Examining the effect of high-stakes tests on learners’ perceptions has been one of the strands of washback-related research. the present study purported to investigate the washback effect of the english section of the iranian national university entrance exam (henceforth inuee) on the pre-university students’ perceptions about the high-stakes test. the participants of the study were 218 female students at two pre-university schools in the city of ahwaz, iran. the data were collected through a validated questionnaire. responses and reactions to the questions were found to be mixed: a sizeable segment of the students were positive about the inuee, considering it a valid evaluator of academic knowledge and viewing the test as a factor which at least 'forced' them to study english. however, those with negative perceptions criticized the test for mainly being an evaluator of rote-memorization ability (rather than academic knowledge) and a major source of anxiety, and its multiple-choice testing format etc. the findings could be of pedagogic help and significance to policy makers, language testing scholars and teachers.