Lise giriş sınavının İngilizce müfredatının uygulanmasına etkisi

English language education programs are updated to keep up with the new trends and approaches. Curriculum designers introduce the novel changes into the curriculum. Pre-service and in-service teachers are informed and taught how to apply innovations in their classes. Nonetheless, some complications occur in the implementation process. Since the teachers are expected to prepare their students for the high-stakes exams, these exams are one of the problems that teachers face during their classes because of the preparation process. This study is therefore set out to determine the effects of high-school entrance exams on the implementation of the English curriculum. The methodological approach taken in this prevalent study is a mixed methodology based on the teachers' views. 201 EFL teachers working at lower secondary schools filled the questionnaire regarding their in-class practices. Among the teachers, 10 of the volunteer teachers are interviewed by taking ample notes. The data are collected within 2 months. The questionnaire has 11 items and the interview questions that are applied after the questionnaire encompass 7 items. To collect the quantitative data, web tools are utilized due to the vexatious process of Covid-19 days. The results of the current study reveal that the high-school entrance test has negative effects regarding the approaches and methods employed in the classes. Furthermore, the classroom practices differ in different grades. The negative washback effects of high-stakes tests outweigh the positive washback effects in terms of the use of English language in a communicative way.