Chapter One Introduction

1.1 Origins of the Study

1.2 Research Models

1.3 Research Questions

1.4 Stages of the Research

1.5 Organization of the Book

Chapter Two Literature Review of Washback Studies

2.1 Relationship Between Teaching and Testing

2.2 Definitions of Washback

2.3 Assertions about Washback

2.4 Theoretical Frameworks for Washback Studies

2.5 Empirical Studies of Washback and Impact

2.6 Proposals to Promote Beneficial Washback

2.7 Washback Studies in China

2.8 Summary

Chapter Three Historical Overview of the CET

3.1 Context of the CET:College English Teaching Since 1978

3.2 Aspects of the CET

3.3 Summary

Chapter Four Research Methodology

4.1 Classroom Observation

4.2 Questionnaire Surveys

4.3 Interviews

4.4 Other Research Methods

4.5 Summary

Chapter Five CET Stakeholders'Perceptions of the Test and Its Washback

5.1 Conference Participants'Perceptions

5.2 Teachers and Students'Perceptions Nationwide

5.3 Sampled University Teachers and Students'Perceptions

5.4 CET Stakeholders'Proposals to Promote Beneficial CET Washback

5.5 Summary

Chapter Six Characteristics of College English Teaching and Learning in the Classroom

6.1 Teaching Content

6.2 Teaching Methods

6.3 Teaching Pace

6.4 Attitudes towards Teaching

6.5 Individual Differences—Case Studies of Three Teachers'Lessons

6.6 Summary

Chapter Seven Test-oriented Practice

7.1 Selection of Reading Passages and Quality of Test Items

7.2 Overall Analysis of the Forty-five Reading Passages in Jing's Book

7.3 Specific Analysis of Eight Reading Passages from Jing's Book

7.4 Causes and Consequences of Test-oriented Practice

7.5 Summary

Chapter Eight Examinee Output in the CET Writing and Speaking Tests

8.1 Test of Writing in the CET

8.2 Analysis of Examinee Output in the CET Writing Test

8.3 Test of Speaking in the CET

8.4 Analysis of Examinee Output in the CET Speaking Test

8.5 Summary

Chapter Nine Major Factors Exerting Influence on College English Teaching and Learning

9.1 Administrative Measures

9.2 Teacher Factors

9.3 Learner Factors

9.4 Summary

Chapter Ten Conclusions

10.1 Summary of Major Findings

10.2 Suggestions and Feedback to CET Stakeholders

10.3 Evaluation of the Research

10.4 Recommendations for Further Studies

Bibliography

Appendices

Appendix Ⅰ Questionnaire Surveys

Appendix Ⅱ Classroom Observation

Appendix Ⅲ Test Results of the Eight Reading Passages

List of Figures

Figure 1.1 Relationship between CR,CE teaching and learning,and the CET

Figure 1.2 Relationship among social needs,CR,CE teaching and learning,and the CET

Figure 1.3 Levels of the CET stakeholders in the CE curriculum system

Figure 1.4 Basic model of CET washback

Figure 1.5 Major factors exerting influence on CE teaching and learning

Figure 2.1 Framework of language teaching

Figure 2.2 Hughes'basic model of washback

Figure 3.1 Organization of the requirements in the CES

Figure 3.2 Flowchart of the CET test development

Figure 3.3 Growth of the actual CET-4 testee population

Figure 3.4 Examples of colleges and universities with relatively stable CET-4 MGS

Figure 5.1 Conference participants' perceptions of the nature and characteristics of the CET

Figure 5.2 Teachers'perceptions of the effect of the CET on different grades

Figure 5.3 Teachers'perceptions of the simulation of the CET on different grades

Figure 5.4 Students'perceptions of the effect of the CET on different grades

Figure 5.5 Students'perceptions of the motivation from the CET on different grades

Figure 5.6 Teachers'perceptions of the effect of the CET on different types of institution

Figure 5.7 Teachers'perceptions of the stimulation of the CET on different types of institution

Figure 9.1 Teachers and students'divergent views on"teaching"and"practice"

Figure 9.2 A vicious circle of slow reading

List of Tables

Table 2.1 Summary of the six influential empirical washback/impact studies and their major findings

Table 2.2 Summary of the five washback studies in China and their major findings

Table 3.1 Approaches to testing

Table 3.2 Number of items,weight,and time allotment in the CET-4

Table 4.1 Empirical washback studies with the primary use of classroom observation

Table 4.2 The CET-4 MGS of the three sampled universities over the years

Table 4.3 Number of teachers and class hours observed

Table 4.4 Background information of the three teachers and their classes

Table 4.5 Summary of the five questionnaires employed in the research

Table 4.6 Sampling of the five questionnaires and their reliability coefficients

Table 5.1 Conference participants'perceptions of the nature and characteristics of the CET

Table 5.2 Conference participants'perceptions of the positive washback of the CET

Table 5.3 Teachers and students'perceptions of CET washback in the NTQ and NSQ

Table 5.4 Students'perceptions of CET washback on different types of institution

Table 5.5 Teachers'perceptions of CET washback on various aspects of CE teaching

Table 5.6 Teachers and students'perceptions of the effect of the various aspects of the CET on CE teaching and learning

Table 6.1 Observation data:Materials used by the observed teachers in class

Table 6.2 Survey data:Textbook units covered by the teachers in the STQ

Table 6.3 Survey data:Textbook units of different bands covered by the teachers in the STQ

Table 6.4 Observation data:Skills emphasized by the observed teachers in class

Table 6.5 Observation data:Classroom activities organized by the observed teachers

Table 6.6 Observation data:"Teaching"and"practice"time allotment

Table 6.7 Observation data:"Teaching"and"practice"time allotment between Grade One and Grade Two

Table 6.8 Observation data:Teachers and students'use of English in the observed classes

Table 6.9 Observation data:Teachers and students'use of English between Grade One and Grade Two

Table 6.10 Observation data:Use of teaching facilities by the observed teachers in class

Table 7.1 Flesh Reference Readability Scale

Table 7.2 Comparison of the first draft and the final draft of the test items of a CET-4 reading passage

Table 7.3 Options of the test items in Passage 10 as chosen by the students

Table 7.4 Examples of the new words in Jing's reading passages

Table 7.5 Teachers'familiaritv with the CET measures

Table 7.6 Students'familiarity with the CET measures

Table 8.1 Changes of the CET-4 writing scores of key universities over the years

Table 8.2 Rating scale of the CET-SET

Table 8.3 Examples of the words and phrases used by the three examinees

Table 8.4 Contribution made by the three examinees in CET-SET

Table 8.5 Evaluation of the students'progress in writing and speaking skills

Table 9.1 Composition of the CE teaching staff in the NTQ

Table 9.2 Students'courses and class hours in the SSQ and NSQ

Table 9.3 Students'time investment in English learning after class per day

Table 9.4 Students'exposure to authentic materials from mass media