The washback effect, which refers to the impact of tests on teaching and learning, is a significant topic in language testing. However, existing research on the washback effect has primarily focused on large-scale tests, with limited attention given to the impact of small-scale tests in classroom settings. Therefore, this study investigates the effects of quizzes in Japanese university TOEIC Listening & Reading Test (hereafter TOEIC) courses.

One of the characteristics of the impact of quizzes in university TOEIC courses, within the framework of washback studies, is the dual influence observed—both from the TOEIC on learners and from quizzes within the context of TOEIC and learners. While previous studies have addressed washback studies of the TOEIC, no studies have not discussed simultaneously both the direct impact of in-class TOEIC quizzes, situated between TOEIC and learners, and the indirect impact of large-scale tests like the TOEIC, which underlies the direct impact of the TOEIC. Given the context-specific nature of the washback effect, it is imperative first to comprehend the learning environment in which quizzes are administered in university TOEIC classes.

This study focuses on quizzes in Japanese university TOEIC classes and identifies the factors mediating classroom quizzes’ washback effect. The participants were private university students in the Kanto area in Japan enrolled in TOEIC courses where vocabulary and grammar quizzes were conducted. Many students participated in a two-semester TOEIC course for one year, taking grammar or vocabulary quizzes every 10 weeks. The format of the quizzes involved multiple choice questions for grammar tests and matching exercises for vocabulary tests, respectively. This study employed an open-ended questionnaire and conducted interviews with a participant to explore the factors mediated by the quizzes and their surroundings in TOEIC courses. The questionnaire content, interview questions, and subsequent analysis were informed by the categorization of factors in the washback effect established in previous studies, including specificity, intensity, length, intentionality, and value.

The study’s findings suggest potential mediating factors for future investigations of TOEIC quiz washback, such as the weekly study workload, familiarity with the quiz format, and the sequence of experiencing vocabulary and grammar quizzes. This study provides a way to conduct future studies by capturing the varying degrees of impact of both TOEIC quizzes and the TOEIC.