Washback of the Reformed College English Test Band 4 (CET-4) in English Learning and Teaching in China, and Possible Solutions

Abstract

This chapter reviews the key research on the washback of the College English Test Band 4 Test (CET-4), a compulsory high-stakes, large-scale, and nationwide English proficiency test to measure English proficiency of non-English major university students in China. The review results show a mixture of positive and negative effects of washback on both English learning and teaching. To reduce the negative effects of the washback, the following solutions are proposed: (1) The quality assurance body of College English teaching should use a wider range of indicators to gauge the quality of English teaching and learning rather than solely relying on the outcomes of the CET-4. (2) The Spoken English Test should be designed as a compulsory subset so that the English-speaking skill would no longer be devalued and ignored in College English teaching and learning. (3) The proportion of the Chinese to English translation section should be decreased to discourage using rote memorization of bilingual vocabulary lists as a main test preparation strategy. (4) The CET-4 should use the integrated format to replace the separate testing of listening, reading, and writing so that communicative English competence can be effectively assessed.