Table 4 Research on washback of national/regional English proficiency tests
Target test | Researcher(s) (Year of publication) | Geographical context | Research method(s) | Participants | Major findings |
|---|---|---|---|---|---|
The General English Proficiency Test (GEPT) | Shih (2006) | Taiwan | Classroom observation; interview; document review | Teachers; students; students’ family members; university department chairs | - The GEPT had limited washback on teaching at both universities; - Teachers held different views toward the validity and reliability of the GEPT while students believed that the GEPT had gained public credibility; - Existing theories and models could not fully explain GEPT’s washback on learning, teaching or departmental and school policies |
Vongpumivitch (2012) | Taiwan | Questionnaire | Test takers | - Only a slight majority of participants thought the GEPT had motivated them to learn English; - Most participants did not think GEPT was successful in promoting lifelong learning | |
The College English Test (CET) | Jin (2000) | The Chinese mainland | Questionnaire | Test takers; examiners | - The validity and reliability of the CET-SET were perceived satisfactory; - The CET-SET had positive washback on college English teaching and learning in China |
Gu (2007) | The Chinese mainland | Questionnaire; classroom observation; interview; tests; analyses of relevant materials and data | Teachers; students; administrators | - Most participants thought highly of CET; - The CET had both positive and negative washback on college English teaching but the strength varied; - Creative uses of textbooks and other teaching materials led to higher CET scores | |
Gu (2014) | The Chinese mainland | Questionnaire; classroom observation; interview; journals; video recording | Teachers; students | - The CET brought changes to teaching plans and content; - The positive washback of CET outweighed its negative effects | |
Ma (2019) | The Chinese mainland | Questionnaire; an official test | Students | - The CET 4 had positive washback on students’ test preparation; - Significant relationships were identified between students’ characteristics and CET scores | |
The Test for English Majors (TEM) | The Chinese mainland | Questionnaire | Foreign language experts; English discipline leaders | - Participants were generally positive toward TEM 8 and its washback; - The limited useful information in the test report and low transparency of the marking criteria caused negative washback | |
Zou and Xu (2014) | The Chinese mainland | Questionnaire | Teachers; test takers; university program administrators | - Different stakeholders held different views toward the various aspects of TEM; - Stakeholders tended to use TEM results for non-instructional purposes; - Most participants were satisfied with the TEM and its washback on teaching and students’ learning motivation |