| To investigate the antecedent conditions before the reform of the old CET-4 so as to determine whether the change is desirable or the education system is ready and able to take on the burden of implementation, this study was designed to look into whether the old CET-4 was affecting students' English learning, specifically, to look into whether CET-4 was affecting students' college English textbook study and which side of students' English learning is affected the most: listening, speaking, writing, or reading. Based on data collected through interviews with 12 participants and observations in four classes in a university in central China, this study showed that: (1) different factors contributed to students' perceptions and actions in terms of their CET-4 information receiving, test preparation motivation, and test preparation strategies; (2) the influence of CET-4 increased as the test was approaching; (3) CET-4 had great influence on the content and intensity while a little on the ways of students' English learning; (4) CET-4 affected some participants' study of the college English course but not others'; and (5) CET-4 brought about receptive learning rather than productive learning. However, this study could not tell whether the old CET-4 exerted more positive washback than negative washback on college students' study of the college English course. |
