| The present study was intended to investigate the washback of TEM-4on students’after-class learning. One questionnaire survey was administrated to over90Englishmajors at the beginning of a nine-week test-preparation period to understand theirperceptions of the test and their after-class learning before the test-preparation period.Another questionnaire survey was conducted among the same cohort of studentsimmediately after the administration of the test to learn their after-class learning duringthe test-preparation period. On the other hand, a case study, utilizing weekly diary andinterview, was conducted with eight English majors to better understand the process ofEnglish outside class before and after the test. Comparisons were made betweenstudents’ out-of-class English learning in different periods to reveal TEM-4washback.Both questionnaire surveys and the case study revealed that TEM-4had generatedwashback on their after-class learning. Questionnaire surveys found that studentsintensively conducted test practice during the test-preparation period. The case studyalso discovered that all the eight cases were involved in test practice for test preparation.The degree of TEM-4washback varied both across different aspects of learning andamong different participants. In general, TEM-4exerted stronger washback on students’vocabulary learning and dictation and listening practice than on their grammar learningand writing practice. On the other hand, it generated little to none washback effect onstudents’ speaking and reading. Within each aspect of learning, the intensity ofwashback further differed among participants.Students’ perceptions of stakes and difficulty of the test might be attributable to thewashback of TEM-4. In addition, students’ individual factors, such as their perceptionsof the difficulty of the test tasks and their learning attitudes toward teaching andlearning, teaching factor and peer influence were also found having mediated theprocess of TEM-4washback. |