WASHBACK EFFECTS OF REFORMED COLLEGE ENGLISH TEST GRADE 4 (CET4) ON EFL LEARNING

Abstract

Washback, a key concept in language testing, examines how high-stakes exams influence teaching and learning. In China, the College English Test Band 4 (CET4) plays a crucial role in shaping students’ English learning experiences. However, few studies have explored how students perceive and respond to the revised CET4 in real contexts. This study investigates undergraduates' attitudes toward the reformed CET4 and its washback effects on EFL learning in China.  A mixed-methods approach was employed, combining surveys (N=300) and follow-up interviews (n=8) at a Chinese university. Data were analyzed via SPSS (descriptive/inferential statistics) and thematic analysis. Students perceived the reformed CET4 as challenging yet valuable, particularly ilistening/speaking sections. Positive washback included diversified learning strategies and skill prioritization, though test-driven learning persisted. Results inform CET4's alignment with international standards and pedagogical implications for balanced language assessment. The test generally promoted essential skills like listening and speaking.  Overall, the revised CET4 has a positive impact on EFL learning. While students appreciate its improvements, the difficulty remains an issue. Adjustments could help balance language skill development more effectively.