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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
Language: English
Authors: Yuan Liu (ORCID 0000-0001-5899-0201), Alla Khan (ORCID 0000-0003-4435-4583)
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
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  Data: Examining the Mechanism of Washback on Learning of the IELTS Speaking on Chinese EFL Context
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  Data: <searchLink fieldCode="AR" term="%22Yuan+Liu%22">Yuan Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5899-0201">0000-0001-5899-0201</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alla+Khan%22">Alla Khan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4435-4583">0000-0003-4435-4583</externalLink>)
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  Data: 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/
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  Data: 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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      – Text: English
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        PageCount: 27
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Language Tests
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      – SubjectFull: Context Effect
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      – SubjectFull: Oral Language
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      – SubjectFull: Test Preparation
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      – SubjectFull: Scores
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      – SubjectFull: Test Interpretation
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      – SubjectFull: College Students
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      – SubjectFull: China
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