| The current study seeks to explore the washback effects of the CET (College English Test) on teacher beliefs, interpretations and practices, and in particular seeks to discover the way the 'teacher factor' is manifested in the washback phenomenon. It also investigates the pedagogical as well as the social and personal complexities influencing teachers' beliefs and interpretations and practices.;A mixed methods approach combining both qualitative and quantitative methods of data collection and data analysis was adopted in this study. A teacher survey and in-depth case studies (through focused group/individual interviews and classroom observations) were used to collect data. Data were analyzed in two phases. Qualitative analysis involved the use of constant comparative method, while quantitative analysis in this study involved descriptive statistics (e.g., frequency counts, means, standard deviations, etc.) and inferential statistics (e.g., exploratory factor analysis, confirmatory factor analysis, and structural equation modeling).;The findings from this study suggest that the CET coupled with various interrelated components of the 'teacher factor' is involved in fostering the washback effect. Given the complexities underlying the washback phenomenon, the educational change carried out in curriculum and assessment is not sufficient on its own to entail teacher change in terms of pedagogical strategies. It appears that for fundamental changes in teacher practice to occur, they must be accompanied by other changes in teachers' knowledge, beliefs, attitudes and thinking that inform such practice. The pedagogical implications from the study include (1) the need to inform EFL teachers of the purpose and benefits of tests to help them maintain a positive attitude toward the role of tests in the educational system; and (2) enhanced teacher training in how to make their teaching more truly communicative in nature. It is hoped that the issues identified in this study can serve to inform educational authorities, test designers and teachers, and serve as an impetus to upgrade EFL teaching in China.;This study addresses the research question: What role does the 'teacher factor' play in washback in the Chinese university context? Participants were 195 tertiary-level EFL teachers of the non-English programs. The main purpose of this study was to investigate whether tests constitute a major constraint on CE (College English) instructional innovation in China. In addition, the intent of the study was to find out what aspects pertinent to this factor (e.g., teacher beliefs, teacher knowledge, experiences) present the major barrier to the implementation of instructional change. |
