Abstract
The potential washback effects of large-scale public examinations have long been recognized in language testing. Despite the considerable number of studies that have attempted to explore washback effects from various perspectives, very few have attempted to differentiate washback effects of the same test across specific education settings. The present study aimed to fill the research gap by comparing the washback effects of TEM (Test for English Majors), a national standardized English proficiency test in China, in two distinct university settings. 237 students participated in the study and the washback effects of TEM on their learning practice and test perception were examined and subsequently compared. The study identified differential washback effects and concluded that washback should be viewed as a type of contextualized effects. Findings of the study have important implications for the design of language assessment tools to be used in a variety of educational settings.
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