A Study On The Washback Of Reading-to-write Test In National Matriculation English Test On Learning

Washback refers to the influence of examination on teaching and learning.National Matriculation English Test(NMET),as the largest high-risk examination in China,has strong washback effects.The NMET reform has been implemented since2014,aiming to promote reform in English teaching and learning.A major change in the exam is the use of reading-to-write tasks,namely,summary writing and continuation writing in the writing section.Mounting provinces begin to use these item types as the reform continues,and related studies are booming.However,few studies focus on the washabck of reading-to-write tasks,and most of the existing studies are not sufficient in terms of the scope and depth of analysis.It is of great significance to explore the washback of reading-to-write tasks in NMET considering the potential benefits of such studies for the improvement of teaching,learning and assessment.Unlike many studies which focus on exploring the washback on teaching,based on the theories of reading-to-write abilities and washback,this study aims to investigate washback of reading-to-write tasks in NMET on learning via Structural Equation Modeling.The research questions are as followings: After the introduction of readingto-write tasks,what are the students’ perceptions of the test,their learning activities and learning outcomes? How do students’ test perceptions influence the learning activities they are engaged in? How do students’ learning activities influence their learning outcomes? After constructing the construct of reading-to-write ability and the research model of washback,a questionnaire was designed to survey 1677 high school students in different provinces and cities after a pilot study.As the supplement of questionnaire,semi-structured interviews were also conducted.Quantitative data were analyzed by SPSS23 and AMOS21,and comprehensive discussion was carried out combined with the interviewing data,previous studies and theories.The major findings are as follows:(1)students are familiar with test validity,acknowledge test value and consider test to be of average difficulty.(2)Students are most frequently engaged in test-preparation activities,while least engaged in routine activities.Test-oriented leaning is prevailing.(3)Washback of reading-to-write tasks varies among students from different provinces and cities,from different levels of schools and at different grade levels.Specifically,students from countryside and from ordinary schools are facing more difficulties due to poorer educational resources;grade three students engage in more test-oriented activities than grade two students;washback tends to weaken as the reform continues.(4)Students’ perception of test value,validity,and difficulty influence their learning practices differently.Considering the influence on learning practices exerted by perception of test,the test brings more negative washback.(5)Test-preparation activities significantly and positively predict learning outcomes,while teaching-related activities and routine activities have no significant influence on learning outcomes.Considering the influence on learning outcomes exerted by learning practices,the test brings more negative washback.(6)In general,based on the data of this study,the reading-to-write tasks in NMET bring more negative washback,and the expected washback that English teaching and learning can be reformed hardly happened.