An Investigation To The Reformed CET6 Washback On Non-English Major Postgraduates In Xinjiang University

The influence of testing on teaching and learning is known as washback.The College English Test 6 Band(CET6),as a large-scale test for non-English majors,has significant influence on learners' English learning.Up to now,seldom studies concentrate on washback of the reformed CET6 on English learning from the perspective of non-English major postgraduates.Thus,it is of necessity for the author to carry out an empirical study.The research tries to analyze the following three questions: 1)What is the attitude of the non-English major postgraduates towards the reformed CET6? 2)What is the washback of the reformed CET6 on English learning from non-English major postgraduates' perspective? 3)Are there any differences in non-English major postgraduates' reported washback on their learning that are related to their gender,academic background,and proficiency level? Questionnaire survey is used as the main instrument,alongside with an interview.Altogether 300 non-English major postgraduates participate in this research.Different types of statistical analysis are carried out,including descriptive statistics,independent sample t-tests and one-way ANOVAs.Firstly,most of the students are familiar with the reformed CET6,and they accept the reformed CET6 and most of the reformed measures,claiming that the test could accurately measure English proficiency.The score allotment and time allotment of the test are reasonable.However,over half of the students hold that the reformed CET6 is somewhat difficult.Secondly,with regard to its washback,a large number of students think the reformed CET6 and most of the reformed measures bring stronger positive washback on their English learning.Besides,in most aspects of learning,the positive washback of the reformed CET6 exceeds its negative one.The reformed CET6 encourages the students to pay more attention to the integrated skills,especially listening and speaking.Moreover,both the students and the school hold that the reformed CET6 isimportant.However,some reformed measures exert a little washback on learning,and the reformed CET6 has a little influence on certain aspect of learning.Thirdly,gender and academic background do not impact students' attitude towards the reformed CET6 and reported washback on their English learning,but proficiency level does have influence on students' attitudes towards the reformed CET6.The students in the higher score group are more familiar with the reformed CET6 and think the reformed CET6 can measure their proficiency more accurately than those in low score group.On the basis of the above results,some tentative suggestions are put forward to promote positive washback.On the one hand,in terms of non-English major postgraduates,it is essential to foster their learning autonomy and familiarity with the reformed CET6;on the other hand,when it comes to improving positive washback of the reformed CET6,teachers' importance and CET administrators' function should not be neglected.