The Washback Effects Of The New CET4 On Teachers' Perceptions Toward Curricular Planning And Classroom Teaching

The present study, which adopts Shohamy's (2001) use-oriented testing approach, investigates the washback effects of New College English Test Band 4 (new CET4) in China. Specifically, it aims to find out what the changes to the CET4 mean to classroom teachers and whether the innovation of the national CET4 toward a more integrated and communicative approach actually changes the college English teachers'perceptions of English teaching and learning.In the study, factors that contribute to the matches and mismatches between the test-constructors'intentions and teachers'perceptions towards the CET4 change were carefully examined. A mixed-method design was applied, using a questionnaire survey and a focus group interview to collect data from thirty-eight teachers of two different universities in Shanghai.The findings show that the new CET4 has some washback effects on teachers'perceptions toward their curricular planning and instruction. However, such a washback influence is quite superficial rather than substantial, that is, what teachers claim they would like to change toward the new requirements of the new CET4 is not necessarily the same as what they actually do in the classroom. And this is attributable mainly to the CET4 test design itself, teachers'own incapability in carrying out the communicative approach, and their vague ideas over the test change.Other factors that have been found from teachers'perspectives to interact with the new CET4 to shape teaching and learning include the stakes attached to the test, insufficient class time, students'English proficiency level, and teachers'beliefs.Based on the findings, this study suggests that (a) stakes attached to the CET4 be lowered, (b) authenticity be built both in the test and in the textbooks, (c) more professional training and development opportunities be provided to teachers, and (d) teachers encourage learner autonomy and self-assessment among students so as to enhance the intended washback effects of the new CET4.This study is expected to add to the existing literature on testing washback in an"English as a foreign language"context and to provide new insights into foreign language testing and evaluation, curriculum innovation and classroom teaching. More importantly, the findings may contribute to bridge the gaps between the implementers of the college English curriculum innovation and test reform and ultimately lead to an improvement of CET4 design and college English education.