ABSTRACT
The present study aimed at investigating the effectiveness of using the skill-based language teaching approach to boost EFL graduate students' language assessment literacy and positive backwash effect. The study utilized the quasi-experimental research method (pretest-posttest non-treatment group design). Thirty participants enrolled in the professional diploma at the Faculty of Education, Minia University were randomly assigned to two intact groups: a treatment group (n=15) and a non-treatment group (n=15). The participants in the treatment group were trained and instructed using a skill-based language teaching program designed by the researcher whereas their counterparts in the non-treatment group did not receive such training as they received regular instruction. Instruments of the study included a needs-analysis questionnaire for assessment literacy, a test of language assessment literacy, and a scale of backwash effect. The findings revealed that the participants in the treatment group significantly surpassed their counterparts in the non-treatment group in the post-performance of the test of language assessment literacy, and the scale of backwash effect. Suggestions for further research and recommendations were also presented.