Washback effects of the reformed cet-4 on college english teaching and learning in china: students' perspectives

Washback effects of the reformed cet-4 on college english teaching and learning in china: students' perspectives. (2014). Washback effects of the reformed cet-4 on college english teaching and learning in china: students' perspectives.

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Title	Washback effects of the reformed cet-4 on college english teaching and learning in china: students' perspectives
Abstract	The influence exerted by language tests on language teaching and learning has been called washback (Pearson, 1988). Although an increasing number of empirical washback studies have appeared after the call by Alderson and Wall (1993), the perspectives of the most immediate stakeholders, the test takers, are largely under-researched. Equally under-researched are the washback effects of language tests at the college level, since most reported research has been conducted on tests given before the tertiary level (e.g. Cheng, 2005; Manjarres, 2005; Qi, 2004; Shohamy, 2001; Wall & Alderson, 1993; Watanabe, 2004). Hence the present study, from students' perspectives, examines how the reformed national College English Test Band 4 (CET-4) affects English teaching and learning at the college level in China. A four-phase mixed method is employed with 414 student participants from three Chinese universities. Suggestions are proposed to further promote a more effective English language assessment in China.
Date	2014

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Title: Washback effects of the reformed cet-4 on college english teaching and learning in china: students' perspectives
Personal Name(s): Wu, Zhiling
Williamson, Michael M.
Corporate Name(s): Indiana University of Pennsylvania
English.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Williamson, Michael M. Committee members: Jeannine Fontaine; Virginia Perdue; Lilia Savova.
Topical Subject(s): Bilingual education
English as a Second Language
Education
Higher education