This study conducted a questionnaire survey to collect 202 college students’ perspectives on the washback effect of the listening test of College English Test Band 4 (CET4) on students’ self-regulated learning (SRL) and used SPSS 25.0 for data analysis. The findings indicate that a majority of the participants agree that the CET 4 listening test has a positive washback effect on their SRL attitudes, learning approaches, and learning habits. Additionally, some participants believed that the difficulty of the CET 4 listening test exceeded their expectations, resulting in a negative washback effect on their English learning. The findings of this study propose relevant implications to enhance the positive washback effect of CET 4 exams on students as well as offer corresponding suggestions for CET 4 teaching and learning in higher education.
References
[1]
Bachman, L. and Adrian, P. (2010) Language Assessment in Practice: Developing Language Assessments and Justifying Their Use in the Real World. Oxford University Press, Oxford.
[2]
Zou, S. and Xu, Q. (2014) Criterion-Referenced Assessment and Its Washback Effects: The Case of TEM. Foreign Language Learning Theory and Practice, No. 1, 42-48 93.
[3]
Alderson, J.C. and Wall, D. (1993) Does Washback Exist? Applied Linguistics, 14, 115-129. https://doi.org/10.1093/applin/14.2.115
[4]
Qi, L.X. (2011) On the Relationship between Tests’ Stakes and Intended Washback. Foreign Language Testing and Teaching, No. 1, 51-57.
[5]
Hamp-Lyons, L. (1997) Washback, Impact, Validity: Ethical Concerns. Language Testing, 14, 295-303. https://doi.org/10.1177/026553229701400306
[6]
Cheng, W.L. (2020) A Study on the Back-Turning Effect of Translation Test for College English Test Band 4 on College English Teaching. Journal of Jilin TV & Radio University, No. 5, 129-130.
[7]
Zhao, X.L. (2018) The Washback Impact of New CET Band 4 Spoken English Test on Classroom Activity Design. Journal of Jilin Provincial Institute of Education, 34, 67-70.
[8]
Shen, B. and Bai, B. (2024) Chinese University Students’ Self-Regulated Writing Strategy Use and EFL Writing Performance: Influences of Self-Efficacy, Gender, and Major. Applied Lin-guistics Review, 15, 161-188. https://doi.org/10.1515/applirev-2020-0103
[9]
Hughes, A. (1989) Testing for Language Teachers. Cambridge University Press, Cambridge.
[10]
Bachman, L.F. and Palmer, A. (1996) Language Testing in Practice. Ox-ford University Press, Oxford.
[11]
Andrews, S. (2004) Washback and Curriculum Innovation. Lawrence Erlbaum Associates, Mahwah.
[12]
Heaton, J.B. (2000) Writing English Language Tests. Foreign Language Teaching and Research Press, Bei-jing.
[13]
Madus, G.F. and Tanner, L.N. (1988) The Influence of Testing on the Curriculum. Critical Issues in Curriculum: Eighty-Seventh Yearbook of the National Society for the Study of Education. University of Chicago Press, Chicago.
[14]
National College English Test Committee (2016) Plan for the Reform of National College English Test IV and VI (Trial). Shanghai Foreign Language Education Press, Shanghai.
[15]
Department of Higher Education, Ministry of Education (2007) College English Course Teaching Standards. Foreign Language Teaching and Research Press, Beijing.
[16]
Sheng, X. (2019) An Empirical Study on the Washback of the CET-4 New Listening Test Items on College English Listening Teaching and Learning. Master Thesis, Northwest University, Xi’an.
[17]
Zhong, X. (2017) A Study on the Washback Effects of Listening Sub-Tests in New CET-4 on Students’ Lis-tening Comprehension. Master Thesis, Xi’an International Studies University, Xi’an.
[18]
Zhang, J. (2014) A Study on the Aware-ness of the Washback of CET-4 Listening Test on College English Listening Teaching and Learning. Master Thesis, Bohai Universi-ty, Jinzhou.
[19]
Shi, X.J. (2010) A Longitudinal Backwash Study of the New CET 4/6 Listening Tests Foreign Language World. Foreign Language World, No. 3, 80-86.
[20]
Yang, W.X. and Chen, H.Y. (2012) A Study on the Washback Effect of English Listen-ing Ability Test on Learners. Journal of Northeast Normal University (Philosophy and Social Sciences), No. 3, 216-218.
[21]
Han, F. (2021) Washback of the Reformed College English Test Band 4 (CET-4) in English Learning and Teaching in China, and Possible Solutions. In: Lanteigne, B., Coombe, C. and Brown, J.D., Eds., Challenges in Language Testing around the World: Insights for Lan-guage Test Users, Springer, Berlin, 35-46. https://doi.org/10.1007/978-981-33-4232-3_4
[22]
Zhang, N.J. and Du, M. (2010) The Washback Effect of the New CET-4 Listening Test on College English Listening Teaching. Journal of Capital Normal University (Social Sciences Edition), No. S3, 22-24.
[23]
Jupp, V. (2006) The Sage Dictionary of Social Research Methods. Sage Publications, Thousand Oaks. https://doi.org/10.4135/9780857020116
[24]
Spector, P. (1994) Using Self-Report Questionnaires in OB Re-search: A Comment on the Use of a Controversial Method. Journal of Organizational Behavior, 15, 385-392. https://doi.org/10.1002/job.4030150503
[25]
Hughes, A. (1993) Backwash and TOEFL. Unpublished Manuscript, University of Reading, Reading.
[26]
Wang, N. (2015) A Study on the Washback of CET-4 Listening Test Upon Students’ English Listening Learning. Master Thesis, Ludong University, Yantai.
[27]
Yan, S.S. (2016) The Washback Effect of CET-4 and CET-6 Listening Test on Listening Teaching. Literature Education, No. 12, 110-111.
