This study was intended to investigate the impact of the Grade Ten EGSEC EnglishrnLanguage Examination on students' and teachers' attitude towards English Languagerninstruction through Plasma TV. The study also attempted to identify the washback effectrnof the Grade Ten EGSEC Engli sh Language Examination on Studen ts' and teachers'rnclassroom acti viti es. The study was conducted on Grade Ten students and Engli shrnLanguage teachers of Goro Secondary Schoo l, government school in Nazareth (Adama)rnwhere Engli sh Language is taught through satellite Television. 170 students unci sixrnEngli sh Language teachers were involved in the study.rnThe required data for the study were collected using questionnaire, interview, informalrnconversation, Classroom observation and document inspection. The results revealed thatrnthe Grade Ten EGSEC Engli sh Language Examination triggers harmful washback effectrnon students' and teachers' attitude towards the Plasma TV English Language instruction.rnThe result of the study also indicted that there was on adverse impact of the EGSECrnEngli sh national examination on what teachers and students do in the actual classroomrnteaching/learning process. That is the nature or the examination made studcnts andrnteachers focus on only grammar exercises, reading tasks & vocabulari es. The documentrninspec ted, on the other hand, showed that there is a substant ial relationship between thernGrade Ten EGSEC Engli sh Language exami nat ion and the Grades 9 and 10 textbooks.rnHowever, the format and items of the examinations were fi xed and almost the same everyrnyear. And thi s, in turn, has the effect of narrowing the Grade Ten Engli sh LanguagernCurriculum .rnBased on the findin gs, it was recommended that in order to make students and teachers ofrnGrade Ten have positive attitude towards the plasma TV transmiss ion, all therncommunicative tasks, exercises and activities of the pl asma lessons need to be tested onrnthe EGSEC exami nation. Moreover, the GEQAEA organization and other authoritiesrnconcerned need to work together to modify the fi xed and aged format of the Engli shrnnational examination. The experts of test designing should also set the examinat ion inrnway it could ascertain the goals of the examinat ion and the English language educat ion ofrnthe country.