Washback Of The National Matriculation English Test On Senior Middle School English Classroom Teaching And Learning

This thesis "Washback of the National Matriculation English Test on senior middle school English classroom teaching and learning"explores the relationship between the National Matriculation English Test (NMET) and senior middle school English classroom teaching and learning. The focus of the present study is to make a comparison between Senior III (test-preparation classes) and Senior II (non-preparation classes) from four aspects: teaching content, teaching methods, teaching pace, and attitudes towards teaching and learning. Three instruments (i.e. observation, interview, and questionnaire survey) are employed in the study and 456 teachers and students from 18 senior middle schools are involved. The major findings of the present study are briefly summarized as follows: First, a significant difference exists between Senior III and Senior II English classroom teaching and learning. Senior III English classroom teaching and learning are mainly test-oriented. Teaching to the test is prevalent in Senior III English classroom teaching and learning. Comparatively, Senior II English classroom teaching and learning put more emphasis on language use. Second, the NMET exerts both positive and negative washback on senior middle school English classroom teaching and learning. The positive washback manifests itself as follows: it has promoted the implementation of the teaching syllabus; it has urged senior middle school teachers to make a shift from teaching linguistic knowledge merely to practicing language skills; etc. The negative washback includes: test preparation materials are largely used in class; NMET test-taking skills rather than language use are mainly practiced; the classrooms are teacher-dominated rather than student-centered and students have few opportunities to practice language use; the skill of speaking is not put enough emphasis on; etc. Third, apart from the test itself, it is found that many other factors affect the nature of NMET washback. The test is primarily used to select senior middle students for higher education; in the meantime, the test results are also used to evaluate schools and teachers. Therefore, it is inevitable to teach to the test. In addition, the nature of NMET washback might also be affected by factors, such as learner factors, teacher factors, class size, etc.