Abstract
The washback effects of ESOL assessment have not attracted adequate attention in terms of the teaching and assessment practices in language education. For instance, the impact of the College English Test (CET), which is a language test designed and developed in the 1980s, is signficant in China; similarly, tests of other foreign languages such as Japanese, German, Russian, and French are crucial. These tests have impacted the teaching and learning of foreign languages in China. A synthesis of the reforms and developments in these language testing practices over three decades will be offered, with a focus on their role in the teaching and learning of foreign languages at Chinese universities. Moreover, computer-assisted language testing practices are developing rapidly, and information technology is becoming integral to language education. A major shift is taking place from automated evaluation of objective test items to subjectively scored writing and speaking assessments. With the development of technology-enhanced language assessment, new policies have been introduced that influence both language teaching and learning as well as examination administration. The current practices of computer-assisted language assessment need to be analyzed from the technological, educational, and social perspectives.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abrar-ul-Hassan, S., & Douglas, D. (2020). Assessment and good language teachers. In C. Griffiths & Z. Tajeddin (Eds.), Lessons from good language teachers (pp. 107–120). Cambridge University Press.
Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics,14(2), 115–129.
Bai, L., & Wang, J. (2019). A literature review of research about the effectiveness of automated English essay scoring in the past two decades. Foreign Languages Research (Chinese),1, 65–71.
Bailey, K. M. (1996). Working for washback: A review of the washback concept in language testing. Language Testing,13(3), 257–279.
Buck, G. (1988). Testing listening comprehension in Japanese university entrance examinations. JALT Journal,10(1–2), 15–42.
Chen, H., Wu, K., & Li, J. (2019). The automatic scoring system of Chinese learners’ spoken English—A new system to assess oral English proficiency. Technology Enhanced Foreign Language Education (Chinese),185, 72–77.
Fang, X. (2011). On practicality of tutoring CET in college English teaching—Using PUP’s College English as textbooks. Journal of Huainan Normal University (Chinese),13, 93–97.
Fu, J. (2017). On the backwash effect of CET on College English Teaching from the perspective of educational ecology. Journal of Qiqihar University (Phi & Soc Sci) (Chinese), 1, 186–188.
Geng, Y. (2019). A study on the “Twice-a-year matriculation exams” based on analyzing changes in teaching and learning. Language Policy and Language Education (Chinese),2, 52–60.
Gong, W., Zhou, J., & Hu, S. (2019). The effects of automated writing evaluation provided by Pigai website on language complexity of non-English majors. Foreign Language Learning Theory and Practice (Chinese),4, 45–54.
Gu, W., & Ye, J. (2014). A study on Chinese culture in college English curriculum based on the adjustment of the test structure and items of CET-4/6. Foreign Language Testing and Teaching (Chinese),1, 9–13.
Gui, S. (2015). Rethinking of China’s English education: Applications. Modern Foreign Languages (Chinese),38(5), 687–704.
Hou, F. (2015). The application of the online automated essay scoring system in college English writing teaching—Take Pigai as an example. The Chinese Journal of ICT in Education (Chinese),16, 24–27.
Hu, X. (2015). Effects of online self-correction on EFL students’ writing quality. Technology Enhanced Foreign Language Education (Chinese),163, 45–49.
Huang, D. (2002). A preliminary study of CET-4 washback. Southwest Jiaotong University.
Huang, L. (2016). On the new CET-4 listening test: Teaching strategies of news reports with the authentic CET-4 test in June, 2016 as an example. College English Teaching & Research (Chinese),6, 90–94.
Huang, L. (2017). A study on college students’ use of automated essay scoring system in writing. Jiangsu Foreign Language Teaching and Research (Chinese),4, 18–21.
Hughes, A. (1989). Testing for language teachers. Cambridge University Press.
Jia, G. (2016). The predictive washback effect of CET-SET with CET-SET 4/6 as an example. Foreign Language Testing and Teaching (Chinese),4(1–8), 51.
Jiang, Y., & Ma, W. (2013). Intelligent Tutoring System of English writing teaching in China: Achievements and challenges—Take Pigai as an example. E-Education Research (Chinese),7, 76–81.
Jin, Y. (2000). The washback effect CET-SET 4/6 on teaching. Foreign Language World (Chinese),4, 56–61.
Li, X. (2016). The reform and exam strategies of CET-4 listening test. Journal of Guangxi College of Education (Chinese),6, 156–159.
Li, Y. (2011). A Study on the Washback of CET-4 Listening Test on College English Listening Learning. Guangxi Normal University.
Li, Y. (2015). The comparative studies of English writing feedback based on the theory of dynamic assessment. Foreign Language World (Chinese),3, 59–67.
Liu, J. (2013). Modern educational technology and language testing. Computer-Assisted Foreign Language Education (Chinese),152, 46–51.
Liu, L. (2015). A study on the backwash effect of the PETS3 oral test on higher vocational students’ English learning. Vocational Education Research (Chinese),8, 51–54.
Messick, S. (1996). Validity and washback in language testing. Language Testing,13, 241–256.
Min, S., He, L., & Zhang, J. (2020). Review of recent empirical research (2011–2018) on language assessment in China. Language Teaching,53(3), 316–340.
National CET-4/6 Examination Committee. (2016). National CET-4/6 Examination Syllabuses (Chinese). Shanghai Jiao Tong University Press.
Peng, F. (2017). A study on the washback effects of PETS test in English teaching in higher vocational colleges and its improving measures. Journal of Liaoning Provincial College of Communications (Chinese),19(6), 76–78.
Shi, X. (2010). The investigation on the washback effect of the new CET-4/6 listening test. Foreign Language World (Chinese),3, 80–86.
Shi, X. (2012). A tentative study on the validity of online automated essay scoring used in the teaching of EFL writing—Exemplified by http://www.pigai.org. Modern Educational Technology (Chinese), 22(10), 67–71.
Tan, H., & Yin, B. (2014). The washback effect of the adjustment of CET-4/6 translation test on college English teaching. Journal of Weifang Engineering Vocational College (Chinese),27(2), 97–99.
Tang, W. (2016). The washback effect of CET-SET on speaking English teaching in college English. Journal of Jilin Radio and TV University (Chinese),11, 29–31.
Wan, S., & Bao, W. (2019). The washback effect of CET listening test reform on college English teaching. Journal of Huaiyin Teachers College (Natural Science Edition) (Chinese),18(1), 91–94.
Wang, F. (2017). An empirical study on the effectiveness of automated essay scoring in EFL writing. College Foreign Language Teaching and Research (Chinese), 107–119, 167–168.
Wang, J., & Chen, H. (2015). Computer-assisted language assessment: Application and development. Foreign Languages in China (Chinese),12(6), 76–81.
Wang, N. (2019). Secondary thought on the role of foreign languages and literature in promoting Chinese culture worldwide. Foreign Languages in China (Chinese),16, 10–12.
Wang, S. (2008). The development report of college foreign language education (1978–2008) (Chinese). Shanghai Foreign Language Education Press.
Wang, S. (2014). The reform of National Matriculation Test should be based on the situation of China. Journal of Foreign Languages (Chinese),37(6), 15–17.
Wei, H. (2015). A study on the washback effect of CET-4 translation test. Education Teaching Forum (Chinese),41, 73–74.
Wei, S., Wu, K., Zhu, B., & Wang, S. (2019). The contribution of speaking assessment technology to the teaching and assessment of English speaking. Artificial Intelligence-View (Chinese),3, 72–79.
Xiao, W., Gu, X., & Ni, C. (2014). The washback mechanism of CET: A longitudinal study via Multi-Group Structural Equation Modeling. Foreign Language Learning Theory and Practice (Chinese),3, 36–43.
Xu, Z. (2016). The washback effects of the latest reform of translation item in CET-4/6 on college English translation teaching and learning. Shandong Normal University.
Yang, G., & Zhao, R. (2013). On the construction of multimodal college English speaking course with integrating U-learning into its teaching. Modern Educational Technology (Chinese),23(6), 67–70, 75.
Yang, Z., & Gu, X. (2020). The merit and demerit of the reform of “Twice-a-year Matriculation English Test.” Teaching & Administration (Chinese),9, 21–23.
Yu, Y. (2016). The washback effect of CET-4 translation reform on the college English learning: Taking the students of Zhejiang Shuren University as an example. Journal of Zhejiang Shuren University (Chinese),16(6), 103–107.
Yuan, X., Zhao, J., & Dong, M. (2017). A study of the status quo and attribution of cultural awareness cultivation in foreign language education. Foreign Language Education (Chinese),38, 56–61.
Zeng, H. (2005). College English teaching and Chinese cultural education. China University Teaching (Chinese),4, 50–51.
Zhang, H., Zhang, W., Wu, S., & Guo, Q. (2018). A survey on attitudes towards holding the National Matriculation English Test twice a year. China Examinations (Chinese),1, 20–26.
Zhang, N., & Du, M. (2010). The washback effect of the new CET-4 listening test on listening teaching in college English. Journal of Capital Normal University (Social Sciences Edition) (Chinese), (supplementary issue), 22–24.
Zhao, X. (2018). The washback impact of new CET band 4 spoken English test on classroom activity design. Journal of Educational Institute of Jilin Province (Chinese),34(9), 67–70.
Zheng, F., & Xu, W. (2019). Advancing English language education in Shanghai with the new college entrance examination. China Examinations (Chinese),9, 32–36.
Zhou, M., Wang, C., & Dong, G. (2008). Backwash effect of KUST computer-assisted spoken English test upon college English learners. Journal of Kunming University of Science and Technology (Chinese),8(4), 103–107.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Li, C., Abrar-ul-Hassan, S. (2021). Global ESOL Assessment Practices: The Washback Effect and Automated Testing in China. In: Raza, K., Coombe, C., Reynolds, D. (eds) Policy Development in TESOL and Multilingualism. Springer, Singapore. https://doi.org/10.1007/978-981-16-3603-5_4
Download citation
DOI: https://doi.org/10.1007/978-981-16-3603-5_4
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-16-3602-8
Online ISBN: 978-981-16-3603-5
eBook Packages: EducationEducation (R0)