A Washbck Study On The Similarities And Differences Between The Innovated CET4 And CET6-from The Perspective Of Students And Teachers

Washback refers to the influence of testing on teaching and learning. The purpose of the College English Test (CET) is to accurately measure college students'ability to use English in a well-rounded way, and to promote the implementation of College English Curriculum Requirements (Requirements). Since 2005, CET has undergone tremendous innovations and these innovations have been implemented since 2007.Students are the test takers and the direct stakeholders. Teachers are expected to implement the Requirements and they play an instructive role in students'learning. Therefore, investigating the washback of the innovated CET from the perspective of students and teachers is of great importance. CET4 and CET6 are two bands of CET, are there any similarities and differences of the washback between these two tests? Because nearly no study has compared the similarities and differences of the washback between CET4 and CET6, so it is meaningful to investigate the similarities and differences of the washback on CE teaching and learning between the innovated CET4 and CET6.The present study is a small part of the project"A Chronological Study on CET Washbak"(07BYY030), sponsored by National Philosophy and Social Science Foundation of China. And it aims to investigate the similarities and differences of the washback between the innovated CET4 and CET6 from the perspective of students and teachers, aiming to address: 1) What are the similarities and differences of the washback between the innovated CET4 and CET6 on CE learning from students'perspective? 2) What are the similarities and differences of the washback between the innovated CET4 and CET6 on CE teaching from teachers'perspective?In this study, questionnaire surveys were employed as the main research instrument complemented by interviews to students. 240 CE students from four colleges and universities in Chongqing, and 197 CE teachers at one CET Marking Center, who are from 28 colleges and universities, were surveyed in the current study.The results show that, in all, both students and teachers claim there are both similarities and differences of the washback of the innovated CET4 and CET6 on their CE teaching and learning. The similarities show the innovated CET4 and CET6 both have washback, and the positive washback is stronger than the negative one. The differences show the washback of the innovated CET4 is much stronger than of CET6.Specifically speaking, from students'perspective, as for students'perceptions of the quality of the innovated CET4 and CET6, students claim that: the accuracy of both bands of CET is average; the difficulty of the innovated CET4 is average, but the innovated CET6 is a little difficult; the score allotment of both bands of CET is average; the time of both bands of CET is short, and CET6 is shorter than of CET4.Students just have a rough understanding of the CET4 innovation, and they are not very familiar with the CET6 innovation; Students take a positive attitude towards the CET4 innovation, but choose the scale of don't care considering the CET6 innovation; Students generally claim the innovated CET4 and CET6 have positive washback on their CE learning, and the washback of the innovated CET4 is much stronger; Both students and the schools they are in are claim CET4 and CET6 are important, and CET4 is more important.From teachers'perspective, as for teachers'perceptions of the quality of the innovated CET4 and CET6, teachers generally claim that: both the innovated CET4 and CET6 can measure students'proficiency accurately; the innovated CET4 and CET6 are a little difficult, and the innovated CET6 is more difficult; the score allotment of the innovated CET4 and CET6 is reasonable, and the innovated CET4 is more reasonable than of CET6; both the time allotment of the innovated CET4 and CET6 is reasonable.Teachers are familiar with the CET4 innovation and CET6 innovation, especially the CET4 innovation; Teachers take a positive attitude towards the CET4 innovation and CET6 innovation, especially the CET6 innovation; Teachers believe the innovated CET4 and CET6 have positive washback on their CE teaching, and the washback of the innovated CET4 is much stronger; Both teachers and the schools they are in are claim CET4 and CET6 are very important, and CET4 is more important.In addition to the major findings above, this study also provides suggestions for the CET innovation as well as feedback for the improvement of CE teaching and learning.