A Washback Study Of CET Spoken English Test On English Learning

Language testing is a tool to measure language learners'language competence. Washback effect is used as an important carrier of language testing. Since washback can be either positive or negative, language learners and educators have to attach more importance to the impact it brings thereby promote language learning at the maximum level.In recent years, although theoretical achievements have emerged in succession, empirical studies, especially studies about the washback produced by oral tests which focus on Chinese college students are still limited. Therefore, the author selects CET Spoken English Test (short for CET-SET) which was first launched in 1999 as a pilot project in prestigious universities and colleges to be the research orientation for the purpose of investigating the washback effect it brings to its test takers.The current study aims to answer questions about what washback effect does CET-SET bring to its test takers? Have the washback effects been realized thoroughly as test constructors intended? And what factors promote or impede the realization of test constructors'intended washback effect? Hughes'PPP model is used as the foundation of the study which involves 105 DUT CET-SET takers by using the instrument of questionnaire.The results indicate that CET-SET has positive washback effect to its test takers, but the impact is not all around. Most candidates affirm the importance of CET-SET and they think this oral test could promote their spoken English ability. However, a majority of participants intend to be well employed by using the diploma of CET-SET rather than find a chance to practice their oral English.Moreover, CET-SET does not strengthen its takers'ordinary spoken English learning or a comprehensive application of various oral English learning strategies.Therefore, we could conclude that CET-SET does not attain its constructors'original goal due to reasons that college English teachers'ignorance of oral English teaching as well as oral English tests and learners'deficiency of the autonomous learning habits.Limitations of the current study are putting forward at the end of the paper for the purpose of offering a better suggestion for further research in this field.