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【Abstract】CET 4 is designed to measure undergraduate non-English majors’ English proficiency and its certificate has serious consequences and implications for test takers. Moreover, it is believed that the experiences of taking and preparing for the tests have washback effects on test takers. This study uses a combination of qualitative and quantitative methods to investigate washback effect of the CET 4 Listening Test. The study’s results indicate CET 4 Listening Test has both positive and negative effects on non-English majors’ attitude and preparing behavior.
【Key words】CET 4; Listening Test; Non-English Majors
Introduction
The College English Test Band Four, better known as CET 4, is one of national English tests in China. Similarity, the CET 4 Listening Test is aimed at measuring students’ listening abilities. As an important part of the test, the CET 4 Listening Test has washback on students’ learning in Chinese education context. In the study, the researcher investigates the washback effect of the CET 4 Listening Test on non-English Majors.
Literature Review
Theoretical Frameworks for Washback Studies
Hughes (1989) defines washback as the effect of testing on teaching and learning. Washback studies shift from making assertions to establishing theoretical frameworks in the early 1990s (Gu, 2007). Bailey (1996) mentions that test-derived information providing to the test-takers has a direct impact on them. Moreover, he emphasizes participants’ perceptions and attitudes and how these factors affect what they do.
Therefore, how the participants’ attitudes and how their preparing behaviors are affected by CET 4 Listening Test are focused in this study.
Studies on Washback
Washback studies are often carried out on high-stakes tests (testing with important consequences for the test taker) for their great impact on language teaching and learning. For example, Xu (2014) investigates the washback effect of Test for English Majors (TEM), finds that the effect of TEM on teaching and learning outcome is quite limited, as compared with that of the other factors such as teacher quality and student efforts. Zhang (2014) studies on the awareness of the washback of CET 4 listening test on college English listening teaching and learning. She explores the college students’ perception about the current situation of college English listening teaching and the teachers’ perception of the impact of CET 4 listening test on listening teaching in college. There are also others studies on the washback, and most of them study the effect of testing on teaching. However, the tests do influence learning according to the washback theories mentioned above, so the present study is designed to look into the washback effect of the CET 4 Listening Test on non-English major students and it focuses on new aspects—students’ attitudes and behaviors.
Research Questions and Methods
Research questions
Q1: What is the washback effect on students’ attitudes toward the CET 4 Listening Test? Is it more positive or negative?
Q2: What is the washback effect on students’ preparing behaviors for the CET 4 Listening Test? Is it more positive or negative?
Participants
In the study, the participants were 50 non-English major sophomore students who came from different institutes in South China Business College of Guangdong University of Foreign Studies. They were all informed consent previously, understanding the study and knowing what they did.
Methods
Questionnaire. The researcher used a questionnaire with 24 questions, which were written in Chinese to ensure the students’ understandability. The questionnaire was divided into three parts:
The first part was the basic information about the students, but no private information included; the second part was about the students’ attitudes towards the CET 4 Listening Test; the third part was about the students’ learning behaviors preparing for the CET 4 Listening Test.
Interview. The researcher interviewed 10 students besides the questionnaire survey, and the interview questions were mainly about two parts:
The washback effect on students’ attitudes toward the CET 4 Listening Test.
Q1: Does the CET 4 Listening Test have an effect on your listening study? Is it positive or negative? Why?
Q2: If the Listening Test was abolished in the CET 4, would you continue to train your English Listening ability? Why?
The washback effect on students’ preparing behaviors for the CET 4 Listening Test.
Q3: What listening materials and methods do you choose to prepare for the CET 4 Listening Test? Why do you choose them? Do they help you make a great progress? Does the CET 4 Listening Test influence your learning behaviors? Is it positive or negative?
Procedures
The researcher distributed 50 questionnaires and all the participants finished the questionnaires. Moreover, all the questionnaires are returned, and the validity rate was 96%. In addition, data were entered into Office Excel 2007 run in the Windows 7 and were checked one by one. And the interviews were recorded. Results and Discussion
Students’ Attitudes toward CET 4 Listening Test
Students’ attitudes contain two parts: the students’ perception of CET 4 Listening Test and the students’ attitude toward CET 4 Listening Test.
Students’ perception of CET 4 Listening Test.
Table 1 shows analysis of percentages of students’ perception of CET-4 listening.
Table 1 Analysis of percentages of students’ perception of CET-4 listening
Description item 1 2 3 4 5
1.CET 4 Listening Test has a great effect on learning 8.34% 20.83% 20.83% 43.75% 6.25%
2. Advantages of CET 4 Listening Test outweigh the disadvantages 6.25% 12.50% 18.75% 54.16% 8.34%
3. CET 4 Listening Test urges me to practice more about listening 10.42% 12.50% 4.17% 54.16% 18.75%
4.CET 4 Listening Test helps me to improve my listening learning 8.34% 8.34% 14.58% 50.08% 18.66%
Notes: 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
As indicated in the table 1, most CET 4 test takers believed that Listening Test exerted more positive washback on their listening leaning. On the one hand, it seemed that test takers agreed the advantages and positive effect of CET 4 Listening Test, on the other hand, CET 4 Listening Test had urged and helped the test takers to listen more and practice more.
Students’ attitudes toward CET 4 Listening Test.
Table 2 shows analysis of percentages of students’ attitudes toward CET-4 Listening Test.
Table 2 Analysis of percentages of students’ attitude of CET-4 Listening Test
Description item 1 2 3 4 5
5. Time allotment will change along with the weight change of each section 2.09% 12.50% 25.00% 39.58% 20.83%
6. I will learn test-taking strategies as CET 4 testing date get close 4.17% 6.25% 12.50% 45.83% 31.25%
7. My learning activities are based upon the improvement of language ability but not just CET 4 6.25% 14.58% 16.66% 43.75% 18.75%
8. CET 4 Listening Test helps me to improve my listening learning 16.6% 8.34% 12.50% 41.67% 20.83%
Notes: 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
It could be concluded from the table 2 that almost over 60% of students had positive attitudes toward the CET 4 Listening Test, moreover, they would change or they wanted to use strategies to pass the test.
From students’ perception and attitudes toward CET 4 Listening Test, the researcher found that the majority of students’ attitudes toward the CET 4 Listening Test were positive. However, the test had negative effect on about 20% of students for their disagreement of the description items. In order to find the reason, the researcher interviewed some students. The interview participants’ attitudes were influenced by the CET 4 Listening Test. The positive washback effects were that the non-English majors who seldom practiced listening in their daily life listened more to pass the CET 4. If the listening test was abolished, most of the students wouldn’t practice listening anymore because they didn’t have to listen and speak English in Chinese context. They admitted that it was the CET 4 Listening Test motivating them to learn.
Nevertheless, some students thought the test had negative effects on them because they would feel disappointed and had no confidence if they did not pass the test. Moreover, in their opinions, interests should be the good teacher who motivated them to learn, they didn’t like to study under the pressure of tests, which interrupted their learning plans.
Students’ Preparing Behaviors for the CET 4 Listening Test
According to Hughes (1993), a test will influence the participants, the processes and the products. CET 4 Listening Test may first affect the perceptions and attitudes of the students, and followed by their learning behaviors. Therefore, a further investigation was made into students’ preparing for the CET 4 Listening Test, including:
Listening materials test takers choosing and using. Table 3 shows analysis of percentages of listening materials the test takers choosing and using.
Table 3 Analysis of percentages of listening materials the test takers choosing and using
Description item 1 2 3 4 5
9. Using textbooks 4.17% 20.83% 20.83% 50.08% 2.09%
10.Using authentic material, like watching the movie 2.09% 12.50% 18.75% 45.83% 20.83%
11.Using model listening text 4.17% 10.42% 12.50% 58.33% 14.58%
12. Using past papers 2.09% 2.09% 6.25% 62.50% 27.07%
13. Increasing the quantity of the listening materials 2.09% 12.50% 12.50% 56.25% 16.66%
14. Increasing the variety of the listening materials 4.17% 6.25% 25.00% 50.00% 14.58%
Notes: 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
It could be seen from the table 3 that about 80% of students used different types of listening materials to practice their listening, moreover, the modeling tests and past papers were preferred by a large majority of students. It showed that in order to pass CET 4 or improve the score, the students took positive actions.
According to the teachers who taught English listening, listening abilities’ improving could be practiced by watching movies, listening to different types of materials like text books or news, the CET 4 made students learn more and practice more. Methods test takers use in studying and practicing. Table 4 shows analysis of percentages of methods test takers use in studying and practicing
It was shown in table 4 that on the one hand, test takers wanted more coaching methods, for example, 70.82% students agreed to use instructions and feedback from others, and a large majority of students demanded more preparation classes in school, applying for strategies.; on the other hand, they paid more attentions to the main idea and important details during listening, also the speakers’ attitudes and opinions. At the same time, the implied meaning and phonological features appealed most of the students, too.
According to CET 4 Syllabus, item 20 to item 24 were recommended in the CET 4 Listening Test, and Anderson and Lynch (1988) believed that listening was a positive process including attention, understanding, remembering and evaluating. Thus, the CET 4 Listening Test had a positive washback effect on the students’ studying and practicing methods.
From students’ preparing behaviors for the CET 4 Listening Test, the researcher found that CET 4 Listening Test had a positive washback effect on students’ preparation of test.
Table 4 Analysis of percentages of methods test takers use in studying and practicing
Description item 1 2 3 4 5
15.Using the instructions and feedback from others 4.17% 2.09% 22.92% 54.16% 16.66%
16.Applying test-taking strategies 8.34% 8.34% 27.07% 37.50% 18.75%
17.Enrolling in test-preparation courses 33.33% 31.25% 20.83% 10.42% 4.17%
18.Demanding test-preparation classes 10.42% 8.34% 27.07% 35.42% 18.75%
19.Learning those that occur in the test first 2.09% 12.50% 20.83% 41.67% 22.91%
20.Paying attention to the logical relationships during listening 2.09% 2.09% 22.91% 56.25% 16.66%
21.Paying attention to the main idea and important details during listening 2.09% 2.09% 25.00% 43.75% 27.07%
22.Paying attention to the speaker’s attitude, opinions etc. during listening 0.00% 0.00% 8.34% 66.66% 25.00%
23.Paying attention to the implied meaning during listening 4.17% 4.17% 12.50% 41.66% 37.50%
24.Understanding the phonological features during listening 2.09% 18.75% 22.91% 43.75% 12.50%
Notes: 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
In the interview, almost all the participants believed the CET 4 Listening Test had a positive washback effect on their preparing behaviors. Firstly, the test urged the students to learn more and listen more before taking it; secondly, although it was a good choice to watch the English movies or listen to the English music, preparing for the CET 4 Listening Test was more efficient to improve the students’ listening abilities in a very short time. The students made great progresses by preparing for the CET 4 Listening Test. Conclusion
The study’s results indicated that CET 4 Listening Test had both positive and negative washback effects on students’ attitudes, but it was more positive for most students, for example, they would like to change their strategies to do listening test; and the test also had positive washback effect on students’ preparation behaviors, for example, the students were urged to learn more during the preparation for the test.
However, because there was a small size of the research sample and the time was limited, this study failed to find if the CET 4 Listening Test has any negative washback effect on students’ learning behaviors. It is suggested that future investigations on washback could do more in this aspect.
References：
[1]Alderson,J.,
【Key words】CET 4; Listening Test; Non-English Majors
Introduction
The College English Test Band Four, better known as CET 4, is one of national English tests in China. Similarity, the CET 4 Listening Test is aimed at measuring students’ listening abilities. As an important part of the test, the CET 4 Listening Test has washback on students’ learning in Chinese education context. In the study, the researcher investigates the washback effect of the CET 4 Listening Test on non-English Majors.
Literature Review
Theoretical Frameworks for Washback Studies
Hughes (1989) defines washback as the effect of testing on teaching and learning. Washback studies shift from making assertions to establishing theoretical frameworks in the early 1990s (Gu, 2007). Bailey (1996) mentions that test-derived information providing to the test-takers has a direct impact on them. Moreover, he emphasizes participants’ perceptions and attitudes and how these factors affect what they do.
Therefore, how the participants’ attitudes and how their preparing behaviors are affected by CET 4 Listening Test are focused in this study.
Studies on Washback
Washback studies are often carried out on high-stakes tests (testing with important consequences for the test taker) for their great impact on language teaching and learning. For example, Xu (2014) investigates the washback effect of Test for English Majors (TEM), finds that the effect of TEM on teaching and learning outcome is quite limited, as compared with that of the other factors such as teacher quality and student efforts. Zhang (2014) studies on the awareness of the washback of CET 4 listening test on college English listening teaching and learning. She explores the college students’ perception about the current situation of college English listening teaching and the teachers’ perception of the impact of CET 4 listening test on listening teaching in college. There are also others studies on the washback, and most of them study the effect of testing on teaching. However, the tests do influence learning according to the washback theories mentioned above, so the present study is designed to look into the washback effect of the CET 4 Listening Test on non-English major students and it focuses on new aspects—students’ attitudes and behaviors.
Research Questions and Methods
Research questions
Q1: What is the washback effect on students’ attitudes toward the CET 4 Listening Test? Is it more positive or negative?
Q2: What is the washback effect on students’ preparing behaviors for the CET 4 Listening Test? Is it more positive or negative?
Participants
In the study, the participants were 50 non-English major sophomore students who came from different institutes in South China Business College of Guangdong University of Foreign Studies. They were all informed consent previously, understanding the study and knowing what they did.
Methods
Questionnaire. The researcher used a questionnaire with 24 questions, which were written in Chinese to ensure the students’ understandability. The questionnaire was divided into three parts:
The first part was the basic information about the students, but no private information included; the second part was about the students’ attitudes towards the CET 4 Listening Test; the third part was about the students’ learning behaviors preparing for the CET 4 Listening Test.
Interview. The researcher interviewed 10 students besides the questionnaire survey, and the interview questions were mainly about two parts:
The washback effect on students’ attitudes toward the CET 4 Listening Test.
Q1: Does the CET 4 Listening Test have an effect on your listening study? Is it positive or negative? Why?
Q2: If the Listening Test was abolished in the CET 4, would you continue to train your English Listening ability? Why?
The washback effect on students’ preparing behaviors for the CET 4 Listening Test.
Q3: What listening materials and methods do you choose to prepare for the CET 4 Listening Test? Why do you choose them? Do they help you make a great progress? Does the CET 4 Listening Test influence your learning behaviors? Is it positive or negative?
Procedures
The researcher distributed 50 questionnaires and all the participants finished the questionnaires. Moreover, all the questionnaires are returned, and the validity rate was 96%. In addition, data were entered into Office Excel 2007 run in the Windows 7 and were checked one by one. And the interviews were recorded. Results and Discussion
Students’ Attitudes toward CET 4 Listening Test
Students’ attitudes contain two parts: the students’ perception of CET 4 Listening Test and the students’ attitude toward CET 4 Listening Test.
Students’ perception of CET 4 Listening Test.
Table 1 shows analysis of percentages of students’ perception of CET-4 listening.
Table 1 Analysis of percentages of students’ perception of CET-4 listening
Description item 1 2 3 4 5
1.CET 4 Listening Test has a great effect on learning 8.34% 20.83% 20.83% 43.75% 6.25%
2. Advantages of CET 4 Listening Test outweigh the disadvantages 6.25% 12.50% 18.75% 54.16% 8.34%
3. CET 4 Listening Test urges me to practice more about listening 10.42% 12.50% 4.17% 54.16% 18.75%
4.CET 4 Listening Test helps me to improve my listening learning 8.34% 8.34% 14.58% 50.08% 18.66%
Notes: 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
As indicated in the table 1, most CET 4 test takers believed that Listening Test exerted more positive washback on their listening leaning. On the one hand, it seemed that test takers agreed the advantages and positive effect of CET 4 Listening Test, on the other hand, CET 4 Listening Test had urged and helped the test takers to listen more and practice more.
Students’ attitudes toward CET 4 Listening Test.
Table 2 shows analysis of percentages of students’ attitudes toward CET-4 Listening Test.
Table 2 Analysis of percentages of students’ attitude of CET-4 Listening Test
Description item 1 2 3 4 5
5. Time allotment will change along with the weight change of each section 2.09% 12.50% 25.00% 39.58% 20.83%
6. I will learn test-taking strategies as CET 4 testing date get close 4.17% 6.25% 12.50% 45.83% 31.25%
7. My learning activities are based upon the improvement of language ability but not just CET 4 6.25% 14.58% 16.66% 43.75% 18.75%
8. CET 4 Listening Test helps me to improve my listening learning 16.6% 8.34% 12.50% 41.67% 20.83%
Notes: 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
It could be concluded from the table 2 that almost over 60% of students had positive attitudes toward the CET 4 Listening Test, moreover, they would change or they wanted to use strategies to pass the test.
From students’ perception and attitudes toward CET 4 Listening Test, the researcher found that the majority of students’ attitudes toward the CET 4 Listening Test were positive. However, the test had negative effect on about 20% of students for their disagreement of the description items. In order to find the reason, the researcher interviewed some students. The interview participants’ attitudes were influenced by the CET 4 Listening Test. The positive washback effects were that the non-English majors who seldom practiced listening in their daily life listened more to pass the CET 4. If the listening test was abolished, most of the students wouldn’t practice listening anymore because they didn’t have to listen and speak English in Chinese context. They admitted that it was the CET 4 Listening Test motivating them to learn.
Nevertheless, some students thought the test had negative effects on them because they would feel disappointed and had no confidence if they did not pass the test. Moreover, in their opinions, interests should be the good teacher who motivated them to learn, they didn’t like to study under the pressure of tests, which interrupted their learning plans.
Students’ Preparing Behaviors for the CET 4 Listening Test
According to Hughes (1993), a test will influence the participants, the processes and the products. CET 4 Listening Test may first affect the perceptions and attitudes of the students, and followed by their learning behaviors. Therefore, a further investigation was made into students’ preparing for the CET 4 Listening Test, including:
Listening materials test takers choosing and using. Table 3 shows analysis of percentages of listening materials the test takers choosing and using.
Table 3 Analysis of percentages of listening materials the test takers choosing and using
Description item 1 2 3 4 5
9. Using textbooks 4.17% 20.83% 20.83% 50.08% 2.09%
10.Using authentic material, like watching the movie 2.09% 12.50% 18.75% 45.83% 20.83%
11.Using model listening text 4.17% 10.42% 12.50% 58.33% 14.58%
12. Using past papers 2.09% 2.09% 6.25% 62.50% 27.07%
13. Increasing the quantity of the listening materials 2.09% 12.50% 12.50% 56.25% 16.66%
14. Increasing the variety of the listening materials 4.17% 6.25% 25.00% 50.00% 14.58%
Notes: 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
It could be seen from the table 3 that about 80% of students used different types of listening materials to practice their listening, moreover, the modeling tests and past papers were preferred by a large majority of students. It showed that in order to pass CET 4 or improve the score, the students took positive actions.
According to the teachers who taught English listening, listening abilities’ improving could be practiced by watching movies, listening to different types of materials like text books or news, the CET 4 made students learn more and practice more. Methods test takers use in studying and practicing. Table 4 shows analysis of percentages of methods test takers use in studying and practicing
It was shown in table 4 that on the one hand, test takers wanted more coaching methods, for example, 70.82% students agreed to use instructions and feedback from others, and a large majority of students demanded more preparation classes in school, applying for strategies.; on the other hand, they paid more attentions to the main idea and important details during listening, also the speakers’ attitudes and opinions. At the same time, the implied meaning and phonological features appealed most of the students, too.
According to CET 4 Syllabus, item 20 to item 24 were recommended in the CET 4 Listening Test, and Anderson and Lynch (1988) believed that listening was a positive process including attention, understanding, remembering and evaluating. Thus, the CET 4 Listening Test had a positive washback effect on the students’ studying and practicing methods.
From students’ preparing behaviors for the CET 4 Listening Test, the researcher found that CET 4 Listening Test had a positive washback effect on students’ preparation of test.
Table 4 Analysis of percentages of methods test takers use in studying and practicing
Description item 1 2 3 4 5
15.Using the instructions and feedback from others 4.17% 2.09% 22.92% 54.16% 16.66%
16.Applying test-taking strategies 8.34% 8.34% 27.07% 37.50% 18.75%
17.Enrolling in test-preparation courses 33.33% 31.25% 20.83% 10.42% 4.17%
18.Demanding test-preparation classes 10.42% 8.34% 27.07% 35.42% 18.75%
19.Learning those that occur in the test first 2.09% 12.50% 20.83% 41.67% 22.91%
20.Paying attention to the logical relationships during listening 2.09% 2.09% 22.91% 56.25% 16.66%
21.Paying attention to the main idea and important details during listening 2.09% 2.09% 25.00% 43.75% 27.07%
22.Paying attention to the speaker’s attitude, opinions etc. during listening 0.00% 0.00% 8.34% 66.66% 25.00%
23.Paying attention to the implied meaning during listening 4.17% 4.17% 12.50% 41.66% 37.50%
24.Understanding the phonological features during listening 2.09% 18.75% 22.91% 43.75% 12.50%
Notes: 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
In the interview, almost all the participants believed the CET 4 Listening Test had a positive washback effect on their preparing behaviors. Firstly, the test urged the students to learn more and listen more before taking it; secondly, although it was a good choice to watch the English movies or listen to the English music, preparing for the CET 4 Listening Test was more efficient to improve the students’ listening abilities in a very short time. The students made great progresses by preparing for the CET 4 Listening Test. Conclusion
The study’s results indicated that CET 4 Listening Test had both positive and negative washback effects on students’ attitudes, but it was more positive for most students, for example, they would like to change their strategies to do listening test; and the test also had positive washback effect on students’ preparation behaviors, for example, the students were urged to learn more during the preparation for the test.
However, because there was a small size of the research sample and the time was limited, this study failed to find if the CET 4 Listening Test has any negative washback effect on students’ learning behaviors. It is suggested that future investigations on washback could do more in this aspect.
References：
[1]Alderson,J.,