An Empirical Study On Washback Of TEM4-Spoken English Test

Language testing, ever since its rise up in 1960s, has developed into an independent discipline today with its own researching field and methods. In the recent decade, the study of washback effect has become a focus in language testing field. Washback is defined as the influence of language testing on teaching and learning. It can be either positive or negative, beneficial or harmful. A number of studies in foreign testing field have been carried out on washback both from theory to practice, yielding deep theoretical knowledge and directing teaching and learning as well. In the past decade in China, the research of washback has been initiated yet with inadequate empirical studies. This paper intends to study the washback effect of TEM4-Spoken English Test (TEM4-SET) from an empirical view by referring to the research results of both foreign and domestic scholars, and combining the teaching practice of English majors. Two questions were proposed by the author: 1.What kind of washback does TEM4-SET produce, positive or negative? 2. Have the washback effects of TEM4-SET been realized effectively as test constructors intended? Data were collected from 150 English major students and 15 oral English teachers of three Western universities in China through questionnaire, interview and classroom observation to answer the two research questions, combining quantitative and qualitative methods together. The results indicate that TEM4-SET produce positive washback and the intended washback have been also realized effectively in teaching and learning practice. The paper finally presents practical suggestions to promote positive washback and discusses the implication of TEM4-SET on oral English teaching.