Xiaoxiao He,Che He

Abstract: This study focuses on the washback effects of the reformed CET - 4 on EFL teaching for undergraduates. The participants include 103 college students. It combines questionnaire and comparative study methods, using SPSS for data analysis. The study addresses three main questions: the impact on students' thinking transformation, the positive effects on writing literacy, and students' feedback and its implications. Results show that the reformed test has promoted the shift from exam——oriented thinking to ability cultivation. It has enhanced writing in multiple aspects like clarity and language use. Although direct student feedback isn't explicit, the improvement in writing literacy implies a positive response. Implications for optimization involve reducing errors, enhancing rhetorical devices, and providing targeted support. This research helps fill the gap in domestic understanding of CET - 4's reform effects.

Keywords: Positive washback effect; Reformed CET-4 writing Test; Writing proficiency

[1] Hassen K S ,Adugna T E ,Bogale N Y .EFL students’ writing achievement via the execution of scaffolding strategies instruction[J].System,2024,125103439-103439. [2] Maksud M A ,Obaidul M H .Teaching English to the Test: Why Does Negative Washback Exist within Secondary Education in Bangladesh?[J].Language Assessment Quarterly,2020,17(2):129-146.International Conference on Social Science and Higher Education(ICSSHE-17)(Advances in Social Science,Education and Humanities ResearchVOL.99).Jilin Agricultural University;,2017:4. [3] Erfani S.A Comparative Washback Study of IELTS and TOEFL iBT on Teaching and Learning Activities in Preparation Courses in the Iranian Context[J].English Language Teaching,2012,5(8).

点击下载PDF