A Study Of Washback On CET4

Washback is an important research subject in language testing. Washback of languageexamination refers to the effect of it to language teaching. Since the last century 1990s, thescholars abroad have devoted themselves to a lot of research, and have put forwardfar-reaching models, especially models for such large-scale high-stakes test as TOEFT andIELTS. These studies have deepened people's understanding of washback and improved thereform and innovation in language testing and teaching.College English Test Band 4(CET4), a national standardized test, is the product of thecombination of modern language testing theories and Chinese reality. It has been a hotresearch subject and has been studied from every aspect since 1987. Both its advantages anddisadvantages have been pointed out. However, little empirical research has been conductedon washback of CET4.The present study is a preliminary investigation aiming to reveal the CET4's washbackon college English teaching and learning and to try to find the effective ways to enchance thepositive washback. Adopting the qualitative and quantitative research methods withapplication of three kinds of instruments: questionnaires, classroom observations andinterviews, the research has been carried out with 26 English teachers and 322 non-Englishmajor students in Hebei Institute of Communication.The results of the data analyses show as follows: Firstly, a large majority of collegeEnglish teachers and students believe that CET4 exerts more positive washback than negativeone on college English teaching and learning. Secondly, the phenomenon of"test-orientedteaching"is serious in universities such as in Hebei Institute of Communication. Thirdly,CET4-Spoken English Test (SET) does not have as much impact as expected on collegeEnglish teaching and Learning. Fourthly, college English teachers and students hold differentviews on CET4 preparation courses. Fifthly, students are instrumentally motivated in collegeEnglish learning and have mixed feelings about CET4.Based on the results reported in the investigation, the author analyzes the factorsinducing negative washback of CET4 and puts forward some strategies for promotingpositive in terms of proper treatment of teaching and test, test design and implementation,such as: changing their ideas towards correct treatment of CET4, highlighting teachers'positive washback, stressing and strengthening the students'autonomy and self-study ability,further reforming CET4, adding the oral test as a compulsory part of the reformed CET4, strengthening the implementation, monitoring of CET4, and further enhancing CET4reliabilityand validityand so on.