The Comparative Analysis On Washback Effect Of CET-SET On English Learning Of Test-takers And Non-test-takers

The studies of washback effect are fruitful at home and abroad. The studies in this field have been published on several aspects by some domestic researchers. They introduce the theory of washback effect, discuss its concept and characteristics, and predict its applied prospect of English teaching in China. Some articles even induct the model of washback effect. However, when searching those key journals in ELT in China for the related literature on the web site of CNKI and Chinese Academic Journals in July2011, the author found that most of the studies are focused on the theoretical research, with few on the empirical research. Besides, although there are many studies related to the English learners, the specific studies according to two groups of learners with regard to test-takers and non-test-takers in some test are rarely found. Therefore, a study of the test-takers and non-test-takers with regard to College English Test-Spoken English Test (CET-SET) through comparative analysis will enrich the study of this field.With the tools of questionnaire and interview, the present study investigates320non-English major (excluding art major) undergraduate sophomores as well as juniors in Guangxi Normal University, Guilin Medical College, Guilin University of Technology and Guilin University of Electronic Technology. The present study investigates4questions including:1) What are the washback effect of CET-SET on the learning of test-takers and non-test-takers.?2) What are the differences between test-takers and non-test-takers on the washback effect of CET-SET on their learning?3) What are the reasons for these differences?4) What can be done to improve spoken English teaching and learning? The software SPSS13.0is employed to calculate the quantitative data.The statistical results of the questionnaire investigation indicate that, under the influence of CET-SET, both the test takers and non-test-takers have a better performance on their learning and evaluative attitude than learning content as well as method, However, there are significant differences between washback effect of test-takers and non-test-takers in the following dimensions:1) Concerning the students’learning attitude, test-takers take a more positive attitude towards the spoken English learning than non-test-takers.2) Concerning the students’learning evaluative attitude, test-takers have more interest in taking test with regard to spoken English, than non-test-takers.3) Concerning learning content, test-takers have more initiative to multiply their learning content with regard to spoken English than non-test-takers.4) Concerning learning method, test-takers have more willingness to seek some relevant skill to practice their spoken English than non-test-takers..The reasons for the gap between them are probably the following four main points:the disparity between involvement of the test and non-involvement of it; the different practicable condition of learning; the different influence on their learning caused by teachers’organization on teaching and learning with regard to spoken English. The different effect on their learning exerted by authorities’management on spoken English teaching and learning.The present study provides a clear picture of the differences between test-takers and non-test-takers on the washback effect of CET-SET on their learning and the reasons for these differences, which offers the implications for the college English learners, teachers and relevant authorities as how to better improve the spoken English learning and teaching.Limitations of the present study and suggestions for further study are also elaborated in this thesis.