An Empirical Study On The Washback Effect Of NMET On English Teaching And Learning In Senior High School

The washback effect of testing mainly refers to the positive or negative impact of testing on teaching and learning.Since the 1980 s,researchers have conducted extensive study on the testing washback effect all over the world,establishing many meaningful models.There is no doubt that the National Matriculation English Test(NMET)is the largest and most influential English language test in China,which has a profound washback effect on Chinese English teaching.Therefore,we need to study the washback effect of NMET.The questions were put forward as follows :1.What is the washback effect of NMET on teachers’ English teaching in senior high school?2.What is the washback effect of NMET on students’ English learning in senior high school?By referring to the research results of domestic and foreign researchers and experts,this study took Alderson & Wall’s Washback hypothesis,Hughes’ PPP Washback Model,and Bailey’s Washback Model as guidance.30 teachers and 280 students in Xuzhou Walton Middle School were investigated with a survey that combined questionnaire and interview.The results were analyzed by SPSS 24.0 as follows:The paper of NMET have the positive and negative effect on the cognition,content,method and attitude for both teachers and students.Furthermore,the positive side outweigh its negative side.1.The positive washback effect of NMET is mainly manifested in the fact that it not only facilitates the teaching of high school English teachers,but also ensures that students successfully complete the task of learning English.In the daily teaching process of teachers,the content and methods of teaching are centered on improving the students’ ability to take exams.The positive washback effect of on students is demonstrated by the increased motivation and purpose of students.2.The negative backwash effect of NMET is mainly manifested by the fact that teaching and learning are based on NMET,and exams become a heavy burden for students.Based on the results of the survey,the suggestions are summarized in this study as follows:1.For teachers: It is necessary to change teachers’ ideas,from the original goal of improving students’ English scores to improving students’ comprehensive English ability.At the same time,in the daily teaching process,teachers should guide students to establish a positive understanding of exams.2.For students: It is necessary to change students’ learning objectives and motivation from getting high scores in NMET to improving students’ comprehensive language application ability.At the same time,students should distinguish the similarities and differences between English examination and study,correct their attitude and constantly improve their autonomous learning ability.