A Research Of Washback Effect Of Nmet Writing Task On Senior High School English Writing Teaching And Learning

It is acknowledged that all tests,especially public tests used to make important decisions,have effects on students,teachers,parents,administrators,and other individuals in general and on test-takers in particular(Messick 1989,1996).Recently,washback effect has become a focus of studying language tests and language teaching.Alderson and Wall,as the frontiers in this field,have put forward‘15 washback hypotheses',which have been regarded as the foremost and the most basic theory of all the later research.In China,NMET as one of the strictest and fairest high-stake test,which is paid close attention by the whole society has a far-reaching influence on senior high English teaching and learning.Based on Alderson & Wall,washback Hypotheses,under the guidance of the theory of washback of test,this research,is meant to investigate 1)In what aspects does the NMET ? influence senior high school English writing teaching and learning? 2)How does the NMET? influence senior high school English writing teaching and learning? With application of three types of instruments: questionnaire,interview and classroom observation,the research has been carried out with 45 senior high English teachers and300 students from Ordos No.1,No.2 and No.3 Middle school in Inner Mongolia Autonomous Region.The obtained data from questionnaires have been processed and analyzed by SPSS 21.0.Interviews and classroom observation are recorded.Notes from interviews have been categorized and findings from classroom observations have been sorted and described in words.The results of this research show that: 1)Washback effect of NMET writing task does exist in various aspects of English writing teaching and learning,such as teaching and learning objective,materials,time allotment,methods,content,attitude.2)NMET writing task has brought about bothpositive and negative washback effects on high school English writing teaching and learning,varying in extent.The heavy pressure caused by the high-stakes and selection function of NMET,teachers and students' insufficient understanding of the requirements of the NMET rating criteria and NSECS,students' low English writing level and the school policies and social pressure are major factors impede the positive washback effects.Thus,on the basis of the findings,suggestions to advance positive washback of the test have been put forward as follows: 1)The authorities should take some effective measures to release the teachers and students' NMET pressure.2)Innovation in NMET writing task format and content should be made to test students' comprehensive language competence for promoting the positive washback effects.3)The discrimination index of NMET writing task' rating criteria should be improved and the comprehensive language competence should be highlighted in NMET writing task' rating criteria.4)Training and support for teachers should be provided through an online continuing educational program by the Ministry of Education to make them get the more professional development opportunities and update their teaching beliefs.Besides,a timely NMET feedback should be provided for English teaching and writing and regular communication between the relevant education bureau and teachers through an online channel should be opened.