A Study Of Washback Effects Of Reformed CET4

Washback refers to the influence that tests have on teaching and learning. Ever since 1990s, a large number of studies have been conducted abroad on washback effects of language testing, especially such large-scale high-stakes tests as TOEFL and IELTS. These studies have deepened people's understanding of washback effects and promoted the reform and innovation in language testing and teaching.College English Test Band 4 (abbreviated as CET4 hereafter) is regarded as a standardized national high-stakes test in China. Although scholars and researchers have discussed its possible washback effects on English teaching and learning from theoretical perspective, there have not been enough empirical investigations. To promote college English teaching quality, CET4 reform began in 2005, followed by the promulgation of Syllabus for College English Test Band 4 in 2006, and the implementation of College English Curriculum Requirements in 2007. Thereafter, many theoretical studies on possible washback effects of reformed CET4 have been carried out, whereas few empirical investigations have been made on washback effects of reformed CET4. This study aims to make an empirical exploration into the possible washback effects of reformed CET4 on both English teaching and learning, the nature of the effects, and possible ways to promote positive washback effects, hoping to provide reference for improving teaching quality and college English teaching innovation. The instruments used in this study include questionnaire, interview and classroom observation, added by statistic tool of Excel. The participants of the study are 45 college English teachers from the School of Foreign Languages, Suzhou University and 124 second-year and third-year college students from the Schools of Mathematical Science, Medicine and Business, Suzhou University. This study lasted half a year from September 2007 to February 2008.This study has attained the following findings:(1) Reformed CET4 exerts influence on both college English teaching and learning.(2) The influence is more positive than negative in nature. Compared with that of pre-reformed CET4, the influence bears some new properties that reformed CET4 has influence on teachers' philosophy and beliefs of English teaching.(3) Reformed CET4 influences college English teaching and learning in the following aspects: goals and objectives, strategies, contents, attitudes, rates and sequences, materials selections, degrees and depths, philosophies and beliefs and instruments.(4) More reasonable testing arrangements (including time, sequence and form), improvement of test-paper quality, application of authentic testing materials, detailed grading rules offered to the test-takers, and administrative support can possibly promote positive washback effects of reformed CET4 on college English teaching and learning.It is expected that the current study may throw some light on future research of washback effects of reformed CET4. In addition, the findings may provide theoretical and practical implications for English teaching and learning as well as testing reform.