A Study On The Washback Of Practical English Test For Colleges

Washback is defined as the effect or influence of the test on teaching and learning. As an important research topic in language education, it has aroused wide interest over the recent years. Many theoretical and empirical studies have been carried out aiming to gain insights into this phenomenon. These studies have deepened people's understanding of washback and promoted the reform and innovation in language testing and teaching.Practical English Test for Colleges (PRETCO) is a large-scale national standardized English Foreign Language (EFL) test for the students of Higher Vocational Colleges (HVCs). Many researchers have studied it from its testing methods and contents, while few of them have done the empirical studies.As a result, in light of the previous research methods and models from home and broad, this present study is meant to find out PRETCO washback on English teaching and learning of HVCs base on Alderson and Wall's Washback Hypotheses, involves 30 English teachers and 300 non-English majors from three vocational colleges in Wuhan, and combines three kinds of instruments, including questionnaire, classroom observation, and interview.Major findings from the study go as follows: PRETCO does produce crucial influence on teaching/learning attitude, teaching/learning objective, teaching/learning time allotment, teaching/learning material selection, teaching/learning methods, and such influence is both positive and negative. On the whole, negative washback effects in this test overweigh positive ones and washback effects on CE teachers are comparatively weaker than those on CE learners.This thesis also explores some likely rationales behind washback, including test content and format, college policies, as well as teacher and learners'perceptions on the test.Findings of this study provides some implications for English teaching and learning of HVCs. Firstly, authentic test and contents diversity in test formats are strongly recommended. Secondly, school reforms on test-related principles are urgently advocated. Thirdly, stress in teachers'leading roles is suggested. Lastly, definiteness of learning objective is needed for learners, autonomic learning and self-assessment are also required to develop students'sense of success.