Abstract:

Theoretically underpinned by the “Participants-Processes-Products” washback model (Hughes, 1993) and based on Dong’s (2020) conceptual washback model, the aim in this study was to seek both quantitative and qualitative evidence to explore the BEC Higher exam’s washback mechanism on test takers from three perspectives, namely, their perceptions of the BEC Higher exam (test validity, test importance, and test use), learning practices (skill-development learning, drilling, and memorizing), and learning outcomes. The findings revealed that test takers’ perceptions of test validity, test importance, and test use of the BEC Higher exam had different types and degrees of effects on their learning practices. Specifically, the perceptions of test validity generated negative washback effects with moderate intensity; the perceptions of test importance had a positive washback effect with moderate intensity, and the perceptions of test use generated both positive and negative washback effects with relatively strong intensity. Drilling had a positive effect on learning outcomes, while memorizing and skill-development learning had little effect on learning outcomes. The results shed light on the washback mechanism of BEC Higher exam from test takers’ perspective. The findings verified the theoretical framework of washback and broadened the scope of washback research. Some suggestions for test takers, test designers, and administrators are provided.

Keywords: washback mechanism; BEC Higher exam; test takers; structural equation modeling (SEM); language testing

摘要：

本研究以“参与者 - 过程 - 结果”反拨效应模型为理论基础，借鉴反拨效应机制模型，采用定量和定性相结合的研究方法，从考生考试认识（考试效度、考试重要性和考试使用）、学习实践（技能提升、练习和背诵）和学习结果3个维度探讨了剑桥商务英语（BEC）高级考试对考生的反拨效应机制。研究发现，考生对BEC高级考试的效度、考试重要性和考试使用的认识对其学习实践有不同程度和性质的影响：考试效度认识具有中等强度的负面反拨效应；考试重要性认识具有中等强度的正面反拨效应；考试使用认识兼具较强的正面和负面反拨效应。练习对提高考生的学习结果有积极影响，背诵和技能提升对学习结果的影响较小。本研究从考生角度揭示了BEC高级考试的反拨效应机制，验证了反拨效应理论框架，拓宽了反拨效应研究视角，同时也为考生、考试设计者及组织者提供了有益的启示和参考。

关键词: 反拨效应机制, BEC高级考试, 考生, 结构方程模型, 语言测评