The topic of washback itself and how it applies to oral assessment procedures/contexts is a relevant and important topic for the field of English language teaching, and there have been a number of studies into oral washback in evaluation of students (Khan et al., 2019). Washback effect refers to the impact of testing--whether positive or negative--on teaching practices, curriculum design, and learning behaviors. This has led to increased understanding of how to promote more positive kinds of washback. Washback can be positive when it provides students an opportunity to learn from their mistakes. Previous studies have investigated ESL/EFL instructors' classroom assessment practices to find out their purposes and methods (Cheung et al., 2004). One of particular interest investigated the washback of an oral assessment system in an EFL classroom (Muñoz & Álvarez, 2010). In this article, the authors used a mixed methods approach and found that positive washback occurred in some areas, but that constant guidance and support is required to help teachers create positive washback in other areas.