With the aim of investigating the longitudinal washback of the innovated College English Test （CET） on College English （CE） classroom teaching and learning and ascertaining what changes the test innovation has bro...With the aim of investigating the longitudinal washback of the innovated College English Test （CET） on College English （CE） classroom teaching and learning and ascertaining what changes the test innovation has brought to CE in China, this study compares CE classes of a university in 2003 with those in 2009 through classroom observations, supplemented with interviews and questionnaire survey. The results indicate that the CE teaching model remains nearly the same before and after the CET innovation, but obvious changes are observed in terms of semester teaching plans, teaching content and teaching methods. It seems that the CET innovation is one of the main factors contributing to these changes, which, however, may also be attributed to other factors such as The College English Requirement, curriculum design, the use of CET results, teachers＇ individual differences, and students＇ English proficiency.展开更多
基金part of the achievements funded by the Fundamental Research Funds for the Central Universities in China(No.0205005201030)the National Scholarship Council of China(No.2010850066) granted to the second author to support a one-year visiting professorship and period of collaboration with University of Cambridge ESOL Examinations from October 2011 to September 2012
文摘With the aim of investigating the longitudinal washback of the innovated College English Test （CET） on College English （CE） classroom teaching and learning and ascertaining what changes the test innovation has brought to CE in China, this study compares CE classes of a university in 2003 with those in 2009 through classroom observations, supplemented with interviews and questionnaire survey. The results indicate that the CE teaching model remains nearly the same before and after the CET innovation, but obvious changes are observed in terms of semester teaching plans, teaching content and teaching methods. It seems that the CET innovation is one of the main factors contributing to these changes, which, however, may also be attributed to other factors such as The College English Requirement, curriculum design, the use of CET results, teachers＇ individual differences, and students＇ English proficiency.
