The Washback Effects Of Constructed Response On College English Listening Teaching And Learning

Backwash is an important phenomenon in language testing domain. Backwash or washback refers to as the effect of testing on teaching and learning. At the present era, a large number of studies have been carried out abroad on the washback effects of language testing, especially high-stake tests (such as TOEFL, IELTS and college entrance examinations in diverse countries). These ideas have deepened people's understanding of this phenomenon and promoted the reformed innovation in language testing and teaching. At present, researches have been conducted in this aspect, aiming at the washback effects of Spoken English Test, CET-4, CET-6 and etc.The present study is performed to investigate the washback effects of constructed response on college English listening teaching and learning. Specifically, it mainly tries to explore whether constructed response in CET-4 compound dictation section and in IELTS Listening Module exerts washback on college English listening teaching and learning. Constructed response is analyzed in one national test, CET-4 and an international IELTS. A multi-method design is adopted, namely classroom observation, questionnaires, test papers and interviews. This study is comprised of a sample of 65 students enrolled in 2007 in two classes at the case study university.The results of the data analysis and discussions indicate that constructed response both positively and negatively affects the college English listening teaching and learning. The detailed research findings are listed below:1. Majority of the students regard constructed response as an objective and effective measurement; the function of constructed response drives the students to attach great importance to English listening proficiency.2. The constructed response may be a better alternative to the traditional multiple-choice questions. The scores in the compound dictation in CET-4 and the listening test in IELTS more effectively manifest the students'English listening proficiency.3. The constructed response can be improved by classroom instruction. As the collected statistical data of the test papers indicated, the English listening proficiency can be enhanced respectively. To be specific, the improvement of listening proficiency in experimental group is greater than that in control group.4. Constructed response exerts positive washback effect on the college listening teaching and learning. During the teaching and studying process, the students'listening study is positively affected by teaching instruction of the constructed response and, through classroom observation, students pay more attention to the constructed response.According to the findings, the study suggests methods for promoting the benefits of the constructed response and puts forward some implications for further research in this field.