A Study On The Washback Effect Of The NMET On Senior English Teaching And Learning

Washback is the test impact on learning and teaching. Researchers' and educators' recognition of the positive /negative effects of tests on teaching and learning activities goes back at least four decades. It is one of the issues that have attracted professional test developers' attention in the 1990s.Now it has become a focus for both theoretical and empirical investigation in the field of language testing and language learning .It has been asserted that in a wide range of context, particularly in high -stakes context, text produce a powerful influence on teaching and learning. This kind impact has been discussed extensively in the general education and language education literature.The NMET is organized and administered by the National English Testing Committee in China. All senior students across China after completing the compulsory English course in the third school year will take the exam. To enter the famous-brand universities, test-takers compete with each other based on their achievements in the test. Teachers of English are also evaluated on the results of the test. Consequently, the NMET is of crucial importance to both teachers and students in senior middle school. So as a nation-wide college entrance examination, the NMET can be regarded as a high-stakes test, resulting in a strong washback effect on test-takers and English teaching and learning. The higher the stakes of the examinations the more it will influence what goes on in the classroom. The present study examines the wash -back of a high-stakes test — the National Matriculation English Test (NMET). The goals of the study are: (i) to investigate the existence and nature of the impact of the NMET on senior English teaching and learning with particular concern to the test preparation class which was conducted half a year prior to the test;and (ii) to document NMET-takers and their teachers' washback-related behavior and perceptions before and after the test.(iii) to reveal that the nature of negative backwash of the NMET on senior English teaching and learning and put forward suggestions on related policies and the design of tests.Theoretically, this study conceptualizes washback based on the model proposed by Hughes (1993) and Bailey (1996), and Alderson and Wall's Washback Hypothesis. A conceptual and methodological framework is thus proposed that identifies two main research foci for investigation: actions and perceptions of t he teachers and students inthe present study of washback.This research study is designed to combine quantitative and qualitative research methods to measure the many dimensions. Mainly qualitative were the information and obtained from observation data of the NMET preparations classes, interviews and structured-interviews with open-ended questions permitting descriptions of the NMET washback. Mainly quantitative are the data from the questionnaires and statistical analysis. In addition, various approaches to triangulation have been employed in this research in conjunction with classroom observations. The results of the study reveal that NMET has a substantial impact on many aspects of teaching and classroom management. In preparations for the test, the teacher focused on developing the skills of reading, writing and listening, which were to be measured by the test;they also used simulated test papers, which are identical to the NMET in format. In addition, the classroom activities in the test preparations classes concentrated on doing test papers and explanation of test items by the teachers resulting in very limited classroom interaction. In particular, the skills, materials and activities that the teachers of the test preparation classes used were tailored to helping the students pass the test. The study also reveals that the NMET has a strong washback effect on students' language learning process. Overt washback was found to have influenced the language skills practiced and materials used. The language skills and the materials that the students chose to focus on were largely determined by what is contained in the test. Also, convert washback was found to be mainly revelant to students' perceptions and attitudes towards language learning and which varied significantly before and after the test. Particularly, students' motivation to learn and preference of learning activities were greatly influenced during the test preparation and thus impacted their language learning outcomes. Despite some negative impact on teachers and learners, the washback effect of the NMET as manifested in the test preparation classes is seen to be largely beneficial to the teaching and learning of senior middle school. Lastly, the study puts forward on how to maximize the beneficial impact and minimized a number of suggestions the negative impact of the NMET.