| The washback refers to the influence of testing on teaching and learning.Since the 80 s of last century,scholars at home and abroad have studied the washback effect of large-scale,high-stakes language testing from various dimensions.However,most of these studies are mainly conducted from the perspective of teaching and policy-making,moreover few of them regard student learning and the GSEEE as the research subjects.Therefore,based on the previous washback effect models,this study reconstructs a “Perception-Preparation-Performance” washback effect model which is suitable for the purpose of this study.With the guidance of this theoretical framework,172 non-English major students who have just passed GSEEE were investigated by questionnaire and semi structured interview.The following questions are discussed: the direction and intensity of the washback effect(test-takers' perception on the influences of GSEEE,self-evaluation,test stakes and test difficulty);how test-takers' perceptions on test stakes and test difficulty affect their preparation;the specific preparation practices;and the relation between the preparation and the final scores.The following findings were inferred from the results:(1)GSEEE has generated positive washback and negative washback at the same time,and the former one is greater than the latter one;(2)test-takers' perception on test difficulty and test stakes,to some extent,affects their preparation time length;(3)Multiple linear regression model indicates that drilling,among the five preparation activities,is the strongest predictor of test performance;(4)As far as specific drilling activities are concerned,further investigation reveals that practicing within prescribed time has the greatest impact on the test score of GSEEE.This research provides reasonable suggestions for test-takers to avoid the unreasonable preparation activities,hence prepare effectively. |
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