An Investigation Into Washback Of Spoken English Test Of CET 4/6 For The Average Non-English-Majored Undergraduates

Spoken English Test of College English (SET) was introduced with intention of giving impetus to College English teaching for non-English majors and prompting undergraduates in learning spoken English and their ability to communicate in English. The present research attempts to investigate whether SET realizes its objectives and has washback on teaching and learning, with focus on undergraduates.Based on the model of washback proposed by Bailey (1996), the research collects data by means of questionnaire administered to more than 500 students in a multiversity where College English Test Band 4 (GET 4) is compulsory for awarding diploma while SET is not.Results indicate that among participants to be involved in SET there is good awareness of the existence of SET but little knowledge of the test format, test content, test methods and rating scale and even the day on which SET takes place. Although students express negative attitudes with regard to necessity of SET, they are quite motivated by the test utility as they were by CET 4, and place certain value on its implementation. They claimed that they would make special efforts to prepare for SET. Results manifests that effects on learning strategies vary in accordance with the undergraduates' academic performance, and that there was no beneficial washback on the classroom teaching.The study shows that such factors as teaching and learning goals and students' academic achievement, and the requirement of the university have bearings on generation of washback on students.