| The social impacts of CET-4, a high-stakes standardized test, have drawn the attention of the whole society and evoked numerous discussions and researches over this issue. A comparative study of students in Jilin University and Jilin Agricultural University was carried out. This thesis aims to adopt the research instruments of a questionnaire and an interview to examine whether the social pressure the participants perceived played a positive role in pushing their English studies forward or just the opposite.The current research investigated in the two universities the relationship between CET-4 results and the three influencing factors: the previous English proficiency of students, students'perception of English teaching quality of the university and the social impacts of CET-4 on the students. The questionnaire information was analyzed with SPSS software and formulas of the two respective universities were put forward. Formula of JLUCET-4 = 1.95×EEM+1.09×Wteach+1.92×Wsociety+115.23 Formula of JLAUCET-4 = 2.954×EEM+-.092×Wteach+0.483×Wsociety+200.383As is shown in the formula of JLU, all the three factors play significant positive roles in predicting the CET-4 results while in the formula of JLAU, the English score of JLAU students'College Entrance Examination (EEM) plays a significant positive role, the students'perception of English teaching quality of the university (Wteach) plays a weak negative role and students'perception of social impacts (Wsociety) play a weak positive role in deciding the CET-4 results.Related literature and the subsequent interview were combined in the analysis of the underlying reasons for the research findings and some suggestions were made to the English teaching and the policy making of the two universities.
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