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<p>Although it has been well-noted that high-stakes tests can intensify washback effects and contextual factors can mediate the manifestation of these effects, how these effects are influenced by policy-driven variables remains underexplored. This study adopted a hybrid design combining longitudinal tracking and cross-sectional approaches, examining the changes and sustainability of washback effects within the context of the twice-yearly National Matriculation English Test (hereafter NMET) reform. A total of 582 senior English teachers from one of the pilot cities for the NMET reform were surveyed and interviewed in 2015, 2016, and 2020. The findings revealed that teachers’ beliefs about exam-oriented teaching strategies have shifted from a supportive to a more cautious stance and that teachers’ attitudes towards test policy have evolved from skepticism to cautious acceptance. The sustainability of these effects was shaped by a combination of factors, including test design, institutional constraints, student autonomy, and societal pressures. The findings elucidate the influence of test policy on washback and provide important insights for researchers and teachers on enhancing the positive impact of high-stakes tests.</p>

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Sustainability of washback effects: a longitudinal study of China’s twice-yearly NMET reform

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月24日

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  • Liyan Huang,
  • Juan Zeng

摘要

Although it has been well-noted that high-stakes tests can intensify washback effects and contextual factors can mediate the manifestation of these effects, how these effects are influenced by policy-driven variables remains underexplored. This study adopted a hybrid design combining longitudinal tracking and cross-sectional approaches, examining the changes and sustainability of washback effects within the context of the twice-yearly National Matriculation English Test (hereafter NMET) reform. A total of 582 senior English teachers from one of the pilot cities for the NMET reform were surveyed and interviewed in 2015, 2016, and 2020. The findings revealed that teachers’ beliefs about exam-oriented teaching strategies have shifted from a supportive to a more cautious stance and that teachers’ attitudes towards test policy have evolved from skepticism to cautious acceptance. The sustainability of these effects was shaped by a combination of factors, including test design, institutional constraints, student autonomy, and societal pressures. The findings elucidate the influence of test policy on washback and provide important insights for researchers and teachers on enhancing the positive impact of high-stakes tests.