A Study On The Washback Of Reformed CET4(2013) On College Students’ English Learning

The influence that language tests have on teaching and learning is called washback effect. The study of washback effect has attracted attention of scholars from both abroad and at home. The research has promoted not only people’s understanding, but also the development of language testing and teaching. The study of wackback effect at home is still in the development stage.College English Test Band 4(CET4) is one of the most standardized English tests in China. It aims at detecting the English ability of college students. Millions of candidates take part in this exam every year. The result of CET4 not only has social recognition, it also produces certain social benefits. On August 14 th, 2013, the National Examination Commission of CET4 issued a document, which announced that, the structure of paper and test items would be adjusted starting from December of 2013. What washback will be produced on students’ English learning from this adjustment and what are the specific aspects? At present, the empirical research on this subject is still in the preliminary exploration stage. Hence, the topic of the article is particularly important.The paper is based on Alderson & Wall’s washback hypotheses and applies the method of quantitative and qualitative research: questionnaire survey and interview. The research objects are chosen randomly from one university in Hebei province, which include 214 non-English major college students. The research is about the washback that reformed CET4 in 2013 has on students’ English learning.Results showed that most of the students think the positive wackback in the reformed CET4 outweighs the negative washback. Their attitude towards various reformed measures, including the increased proportion of translation and reformed listening and reading parts is positive. On the other hand, some students cannot fully understand the reformed CET4 and still learn for testing. Those are the negative washback that reformed CET4 has on students’ English learning, but it just exists in a small number of students. In addition, the author also puts forward some suggestions to improve the positive washback of reformed CET4: firstly, students should grasp the dynamic testing news timely, especially the students who have not participated in the reformed CET4; secondly, try to form proper learning skills or strategies and make progress by practicing; thirdly, arouse interests in English learning, avoid mechanical learning.