The Washback of the IELTS Speaking Test on Chinese Test-Takers' Perceptions and Preparation Behaviours
Abstract
In the Chinese EFL context, a critical paradox exists: despite widespread enrolment in IELTS preparation courses, test-takers continue to struggle to achieve satisfactory speaking scores. This study investigates this issue through the lens of the washback effect—the influence of tests on learning. Drawing on a mixed-methods questionnaire completed by 236 Chinese IELTS test-takers, this study employed descriptive statistics, structural equation modelling (SEM), and thematic analysis. The quantitative results revealed a significant misalignment between test-takers' interpretations of the test design and the official assessment criteria. While the SEM indicated no significant direct relationship between key mediating factors (self-perceived proficiency, academic expectations, and individual differences) and test scores, qualitative findings offered a crucial explanation. Specifically, many learners' misinterpretations led them to rely on rote memorisation rather than developing the communicative competence the test aims to measure. This study extends washback research by demonstrating that mediating factors shape preparation behaviours through indirect pathways (processes) rather than directly determining outcomes (products). The findings underscore the need for test developers and educators to bridge the gap between test-takers' beliefs and assessment objectives to promote effective learning.
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