Chapter One Introduction 1
1.1 Origins of the Study 1
1.2 Research Models 3
1.3 Research Questions 7
1.4 Stages of the Research 9
1.5 Organization of the Book 10
Chapter Two Literature Review of Washback Studies 12
2.1 Relationship Between Teaching and Testing 13
2.2 Definitions of Washback 15
2.3 Assertions about Washback 17
2.4 Theoretical Frameworks for Washback Studies 21
2.5 Empirical Studies of Washback and Impact 27
2.6 Proposals to Promote Beneficial Washback 34
2.7 Washback Studies in China 36
2.8 Summary 40
Chapter Three Historical Overview of the CET 46
3.1 Context of the CET:College English Teaching Since 1978 46
3.2 Aspects of the CET 52
3.3 Summary 64
Chapter Four Research Methodology 66
4.1 Classroom Observation 67
4.2 Questionnaire Surveys 74
4.3 Interviews 80
4.4 Other Research Methods 81
4.5 Summary 82
Chapter Five CET Stakeholders'Perceptions of the Test and Its Washback 83
5.1 Conference Participants'Perceptions 84
5.2 Teachers and Students'Perceptions Nationwide 93
5.3 Sampled University Teachers and Students'Perceptions 100
5.4 CET Stakeholders'Proposals to Promote Beneficial CET Washback 102
5.5 Summary 103
Chapter Six Characteristics of College English Teaching and Learning in the Classroom 105
6.1 Teaching Content 106
6.2 Teaching Methods 114
6.3 Teaching Pace 123
6.4 Attitudes towards Teaching 124
6.5 Individual Differences—Case Studies of Three Teachers'Lessons 126
6.6 Summary 132
Chapter Seven Test-oriented Practice 136
7.1 Selection of Reading Passages and Quality of Test Items 138
7.2 Overall Analysis of the Forty-five Reading Passages in Jing's Book 139
7.3 Specific Analysis of Eight Reading Passages from Jing's Book 148
7.4 Causes and Consequences of Test-oriented Practice 156
7.5 Summary 161
Chapter Eight Examinee Output in the CET Writing and Speaking Tests 163
8.1 Test of Writing in the CET 164
8.2 Analysis of Examinee Output in the CET Writing Test 166
8.3 Test of Speaking in the CET 171
8.4 Analysis of Examinee Output in the CET Speaking Test 173
8.5 Summary 179
Chapter Nine Major Factors Exerting Influence on College English Teaching and Learning 180
9.1 Administrative Measures 181
9.2 Teacher Factors 187
9.3 Learner Factors 194
9.4 Summary 200
Chapter Ten Conclusions 203
10.1 Summary of Major Findings 203
10.2 Suggestions and Feedback to CET Stakeholders 208
10.3 Evaluation of the Research 210
10.4 Recommendations for Further Studies 212
Bibliography 213
Appendices 222
Appendix Ⅰ Questionnaire Surveys 222
Appendix Ⅱ Classroom Observation 263
Appendix Ⅲ Test Results of the Eight Reading Passages 341
List of Figures 3
Figure 1.1 Relationship between CR,CE teaching and learning,and the CET 3
Figure 1.2 Relationship among social needs,CR,CE teaching and learning,and the CET 4
Figure 1.3 Levels of the CET stakeholders in the CE curriculum system 5
Figure 1.4 Basic model of CET washback 6
Figure 1.5 Major factors exerting influence on CE teaching and learning 7
Figure 2.1 Framework of language teaching 13
Figure 2.2 Hughes'basic model of washback 24
Figure 3.1 Organization of the requirements in the CES 46
Figure 3.2 Flowchart of the CET test development 55
Figure 3.3 Growth of the actual CET-4 testee population 62
Figure 3.4 Examples of colleges and universities with relatively stable CET-4 MGS 64
Figure 5.1 Conference participants' perceptions of the nature and characteristics of the CET 82
Figure 5.2 Teachers'perceptions of the effect of the CET on different grades 91
Figure 5.3 Teachers'perceptions of the simulation of the CET on different grades 92
Figure 5.4 Students'perceptions of the effect of the CET on different grades 93
Figure 5.5 Students'perceptions of the motivation from the CET on different grades 94
Figure 5.6 Teachers'perceptions of the effect of the CET on different types of institution 95
Figure 5.7 Teachers'perceptions of the stimulation of the CET on different types of institution 95
Figure 9.1 Teachers and students'divergent views on"teaching"and"practice" 183
Figure 9.2 A vicious circle of slow reading 189
List of Tables 31
Table 2.1 Summary of the six influential empirical washback/impact studies and their major findings 31
Table 2.2 Summary of the five washback studies in China and their major findings 38
Table 3.1 Approaches to testing 52
Table 3.2 Number of items,weight,and time allotment in the CET-4 56
Table 4.1 Empirical washback studies with the primary use of classroom observation 69
Table 4.2 The CET-4 MGS of the three sampled universities over the years 70
Table 4.3 Number of teachers and class hours observed 71
Table 4.4 Background information of the three teachers and their classes 72
Table 4.5 Summary of the five questionnaires employed in the research 73
Table 4.6 Sampling of the five questionnaires and their reliability coefficients 78
Table 5.1 Conference participants'perceptions of the nature and characteristics of the CET 84
Table 5.2 Conference participants'perceptions of the positive washback of the CET 86
Table 5.3 Teachers and students'perceptions of CET washback in the NTQ and NSQ 90
Table 5.4 Students'perceptions of CET washback on different types of institution 95
Table 5.5 Teachers'perceptions of CET washback on various aspects of CE teaching 97
Table 5.6 Teachers and students'perceptions of the effect of the various aspects of the CET on CE teaching and learning 97
Table 6.1 Observation data:Materials used by the observed teachers in class 103
Table 6.2 Survey data:Textbook units covered by the teachers in the STQ 105
Table 6.3 Survey data:Textbook units of different bands covered by the teachers in the STQ 106
Table 6.4 Observation data:Skills emphasized by the observed teachers in class 108
Table 6.5 Observation data:Classroom activities organized by the observed teachers 110
Table 6.6 Observation data:"Teaching"and"practice"time allotment 112
Table 6.7 Observation data:"Teaching"and"practice"time allotment between Grade One and Grade Two 113
Table 6.8 Observation data:Teachers and students'use of English in the observed classes 114
Table 6.9 Observation data:Teachers and students'use of English between Grade One and Grade Two 115
Table 6.10 Observation data:Use of teaching facilities by the observed teachers in class 116
Table 7.1 Flesh Reference Readability Scale 132
Table 7.2 Comparison of the first draft and the final draft of the test items of a CET-4 reading passage 140
Table 7.3 Options of the test items in Passage 10 as chosen by the students 143
Table 7.4 Examples of the new words in Jing's reading passages 145
Table 7.5 Teachers'familiaritv with the CET measures 150
Table 7.6 Students'familiarity with the CET measures 151
Table 8.1 Changes of the CET-4 writing scores of key universities over the years 161
Table 8.2 Rating scale of the CET-SET 164
Table 8.3 Examples of the words and phrases used by the three examinees 166
Table 8.4 Contribution made by the three examinees in CET-SET 166
Table 8.5 Evaluation of the students'progress in writing and speaking skills 170
Table 9.1 Composition of the CE teaching staff in the NTQ 178
Table 9.2 Students'courses and class hours in the SSQ and NSQ 185
Table 9.3 Students'time investment in English learning after class per day 186
Table 9.4 Students'exposure to authentic materials from mass media 188