A Study Of CET4 Washback

Washback refers to the impact tests have on teaching and learning. Although it is a relatively new field in language testing, much theoretical and empirical research has been done in order to gain insights into this complicated phenomenon.CET4 is a large-scale foreign language test established for almost 20 years in China. As a high-stakes national test, it is always the focus of heated discussions. However, little empirical research has been conducted on washback effect of CET4. The present study is intended to explore CET4 washback on College English teaching and learning. The investigation involves 71 college English teachers and 542 undergraduates in four universities and colleges in Chang Chun, Ji Lin province and resorts to three research methods: questionnaires, classroom observations and interviews. Five main findings arise from the results reported in the investigation: first, a large majority of college English teachers and students believe that CET4 exerts more positive washback than negative one on college English teaching and learning. Second, the phenomenon of "teaching to test" is less serious in key universities than in ordinary universities. Third, CET4-SET does not have as much impact as expected on CE learning and teaching. Fourth, CE teachers and students hold different views on CET4 preparation courses. Fifth, students are instrumentally motivated in CE learning and have mixed feelings about CET4. Based on the results reported in the investigation, the author analyses the factors inducing negative washback of CET4 and puts forward some strategies for promoting positive one, such as converging two learning goals, innovating current CET4, encouraging the development of oral testing, providing detailed and timely feedback of CET4 scoring, adjusting related policies of the administration, and highlighting teachers' role in fostering positive washback.