To amend this lack of objective data, Alderson and Hamp-Lyons (1996) set out to investigate the existence and extent of washback in one educational setting. Using a combination of classroom observations and interviews with teachers and students, they targeted preparation classes for the English proficiency test TOEFL (Test of English as a Foreign Language), an examination of particular importance to non-native speakers of English interested in entering degree programs at American universities. Two teachers received extensive observation in both their TOEFL preparation and regular English classes, and an attempt was made to separate the effects of individual teacher style from TOEFL washback.