Washback effects from a high-stakes examination on out-of-class English learning: Insights from possible self theories

Ying ZHAN, Stephen ANDREWS

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

There is still limited understanding of the impact of high-stakes examinations on students’ out-of-class learning. The current study attempts to fill this research gap by addressing this issue in the context of tertiary education in Mainland China. The study examines how far the revised College English Test Band 4 (CET-4) actually influenced Chinese non-English-major undergraduates’ out-of-class learning by following three cases in one university from the day when they began their college English study to the day when they sat the examination. A total of 106 diary entries and 30 post-diary interview recordings were collected in the study. The data analysis shows that, under the influence of the target test, the informants were more likely to change what they learnt than how they learnt. Furthermore, the types of washback seemed to be closely related to how individuals imagined their possible CET-4 selves. Copyright © 2013 Taylor & Francis.
Original languageEnglish
Pages (from-to)71-89
JournalAssessment in Education: Principles, Policy and Practice
Volume21
Issue number1
Early online dateFeb 2013
DOIs
Publication statusPublished - 2014

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examination
learning
recording
data analysis
China
university
interview
education
student

Citation

Zhan, Y., & Andrews, S. (2014). Washback effects from a high-stakes examination on out-of-class English learning: Insights from possible self theories. Assessment in Education: Principles, Policy & Practice, 21(1), 71-89. doi: 10.1080/0969594X.2012.757546

Keywords

  • Washback
  • Out-of-class learning
  • College English Test Band 4 (CET-4)
  • Chinese non-English-major undergraduates