In English for Occupational Purposes (EOP) contexts, speaking assessments play a crucial role in shaping not only language proficiency but also learner behavior. While test washback has been extensively studied in academic exams like IELTS or TOEFL, little attention has been given to its impact on self-regulated learning (SRL) within EOP programs. This study investigates the washback effects of EOP speaking tests on students’ SRL at a public university in Vietnam. Using a mixed-methods approach, the research involved a survey of 265 second-year students and semi-structured interviews with 45 students. The findings revealed that EOP speaking tests exerted significant washback effects on SRL across three core areas: learning attitude, approach, and habit. While many students reported increased motivation, greater metacognitive awareness, and improved study behaviors, others experienced test anxiety, relied on rote memorization, and narrowly focused on predicted test content. These findings align with previous studies that emphasize the dual nature of washback, but expand current knowledge by focusing on the EOP speaking context, a less-researched domain. They also emphasize the importance of learner perceptions and contextual factors in influencing the impact of assessment. The study contributes new insights into how speaking tests can both enhance and limit learner autonomy in EOP programs.

Ngôn ngữ:	vie
Tác giả:	Nguyễn Thành Trung
Người đóng góp:	GVHD: Nguyễn Thúy Nga
Thông tin nhan đề:	The washback effect of EOP speaking tests on students’ self-regulated learning
Nhà xuất bản:	Đại học Công nghiệp Hà Nội
Loại hình:	Luận văn Thạc sĩ / Bộ sưu tập: Ngoại ngữ
Mô tả vật lý:	71tr.
Năm xuất bản:	2025