Exploring teachers’ Perspectives on the Washback Effect of Previous Examination Papers in Teaching and Learning Visual Literacy in South African TVET Colleges

Abstract

This study examines the influence of washback on the teaching and learning of Visual Literacy in English First Additional Language (FAL) within National Vocational Certificate (NVC) Levels 2–4 at Technical and Vocational Education and Training (TVET) colleges in Gauteng Province, South Africa. It responds to concerns that Visual Literacy was introduced without sufficient teacher training, resulting in limited pedagogical depth and an overreliance on examination-driven practices, particularly within under-resourced TVET classroom contexts. The study is guided by washback theory, which explains how assessment practices shape teaching content, instructional strategies, and learner engagement. A qualitative research design was employed, using a purposive sample of three English FAL teachers drawn from two TVET colleges in Gauteng Province. Data were generated through curriculum document analysis, classroom observations, and semi-structured interviews, and were analysed using a comparative approach to identify patterns and relationships across data sources. The findings reveal that washback plays a significant role in shaping classroom practices. Teachers’ reliance on past examination papers promotes content repetition and limits opportunities for the development of higher-order thinking skills. However, these papers also assist teachers in identifying question types and aligning lessons with assessment expectations. Variations in instructional approaches were observed and were largely influenced by teachers’ confidence, training background, and levels of teaching experience. The study is limited by its small sample size and specific institutional context, which may affect the transferability of the findings. Nevertheless, it contributes to understanding assessment-driven pedagogy in TVET contexts. The study recommends targeted teacher training, strengthened curriculum support, and pedagogical strategies that promote critical engagement with Visual Literacy teaching and learning.