Examining the Mechanism of Washback on Learning of the IELTS Speaking on Chinese EFL Context
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| Title: | Examining the Mechanism of Washback on Learning of the IELTS Speaking on Chinese EFL Context |
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| Language: | English |
| Authors: | Yuan Liu (ORCID |
| Source: | Language Education & Assessment. 2026 9. |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: 646-520-0676; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/lea/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Second Language Learning, Language Tests, English (Second Language), Test Wiseness, Test Construction, Context Effect, Oral Language, Test Preparation, Scores, Test Interpretation, College Students |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | International English Language Testing System |
| ISSN: | 2209-3591 |
| Abstract: | This study explores the mechanism of washback of the IELTS speaking test on learning in the Chinese EFL context by examining the interplay between IELTS speaking test-takers' interpretation of test design and their reasons for enrolling in test preparation courses, and how these factors relate to speaking scores. Using Bailey's (1996) Washback Model and a mixed-methods design, data were collected from 267 Chinese IELTS test-takers through surveys and 15 semi-structured interviews. Quantitative findings from confirmatory factor analysis (CFA) and structural equation modelling (SEM) revealed that both test design interpretation and mediating factors (self-perceived language proficiency, academic expectations, and individual differences) were associated with speaking scores. Qualitative analysis highlighted misalignments between perceived and intended test constructs. The study proposes a contextualised model of washback that operationalises the 'process' component as the dynamic interplay between test-takers' interpretation and mediating factors, contributing to our understanding of learner behaviour and offering practical implications for test preparation pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502002 |
| Database: | ERIC |
| Abstract: | This study explores the mechanism of washback of the IELTS speaking test on learning in the Chinese EFL context by examining the interplay between IELTS speaking test-takers' interpretation of test design and their reasons for enrolling in test preparation courses, and how these factors relate to speaking scores. Using Bailey's (1996) Washback Model and a mixed-methods design, data were collected from 267 Chinese IELTS test-takers through surveys and 15 semi-structured interviews. Quantitative findings from confirmatory factor analysis (CFA) and structural equation modelling (SEM) revealed that both test design interpretation and mediating factors (self-perceived language proficiency, academic expectations, and individual differences) were associated with speaking scores. Qualitative analysis highlighted misalignments between perceived and intended test constructs. The study proposes a contextualised model of washback that operationalises the 'process' component as the dynamic interplay between test-takers' interpretation and mediating factors, contributing to our understanding of learner behaviour and offering practical implications for test preparation pedagogy. |
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| ISSN: | 2209-3591 |
