An Empirical Study Of The Washback Effect Of Graduate Comprehensive English Proficiency Test On Test-Takers

As a means of assessment,language testing is of great significance for language learning and teaching.With a clear view of the washback effect of a test,the process of teaching and learning can be improved,thus better achieving the purpose of testing.In the previous washback studies,it can be seen that teachers are more investigated than students as the research subjects,and large-scale and high-stakes tests are more explored than small-scale intramural tests.Therefore,based on Hughes' PPP(Participants—Processes—Products)model(1993)and Alderson & Wall 's washback hypothesis(1993)on learners,the present study attempts to find out the washback effect of the Graduate Comprehensive English Proficiency Test organized by the School of English Studies in Dalian University of Foreign Languages on test-takers.124 participants from three grades who have already taken the test are given questionnaire in terms of their perceptions towards the Graduate Comprehensive English Proficiency Test as well as the influences of it exerted on their learning process and learning product,12 of whom with different score,gender and grade are interviewed in the follow-up investigation for further evidence.Through both quantitative and qualitative analysis,the results show that the test exerts more positive effects on the test-takers and most of them support the implementation of it.It has the greatest impact on learners' learning content of learning process,which contributes to the conscious training of English skills,while the main impact on learning result is that it motivates them to practice spoken English and helps to foster good learning habits,eventually facilitating their oral ability.However,the main negative impact is triggered by incomplete score report and the link between the test and the credit,which causes participants' confusion and anxiety.Furthermore,for the students with various conditions,the differences of washback effect are found in different aspects.Finally,some practical suggestions are proposed to testing administration,testing design and classroom teaching,which attempt to provide references for the promotion of such intramural exams and postgraduate teaching for English majors.