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4.1 Influence upon Teacher’s Perception ......... 21
4.2 Influence upon Teacher’s Strategies..... 28
4.3 Discussion ........ 37
4.3.1 Influence upon Teacher’s Perception ..... 37
4.3.2 Influence upon Teacher’s Strategies....... 39
Chapter Five Conclusion ....... 42
5.1 Major Findings ....... 42
5.2 Limitations ....... 43
5.3 Implications...... 44

Chapter Four Results and Discussion

4.1 Influence upon Teacher’s Perception
In order to answer research question one: "Does the NMET-SET influence the teachingperception of senior high school English teachers?", the results of interviews andquestionnaire survey are listed below. In order to find out whether the NMET-SET has achieved its washback effect, which isto find out changes in ELT before and after the NMET-SET reform in Guangdong province,interviews with teachers were conducted. Interview results are presented below.Teachers' interview checklists (see Appendices I& II) comprise teachers' attitude,comprehension of and comments on the NMET-SET with teaching methods, strategies, andmaterials included before and after the NMET-SET reform in school years (2009&2010). Bycomparing 2 phases' results, some changes were found. When mentioning the implementation of the NMET-SET before the NMET-SET reform,senior English teachers stated that its aim is to achieve the communicative function. Students'communicative proficiency in English is an indicator of their English level. Whereas, afterthe NMET-SET was conducted, Senior III teachers showed slightly different attitude. Theyreported that there was tremendous pressure after the implementation of the NMET-SET.They felt great need to provide more opportunities for students to practice their spokenEnglish, however, they failed to do so because class time was too limited.
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Conclusion

The present study is based on Alderson & Wall's Washback Hypotheses (1993, 1996)and Hughes' PPP Washback Model (Hughes, 1993, cited in Bailey, 1996). This paper useddescriptive statistics to describe all the data concerned in the interview, classroom observationand questionnaire survey.Based on the comparative data before and after the NMET-SET reform, the presentstudy investigated the influence of the NMET-SET on various facets of teaching and learningprocesses: Does the NMET-SET influence the teaching perception of senior high schoolEnglish teachers? Does the NMET-SET influence the teaching strategies of senior highschool English teachers? After quantitative and qualitative analyses of the longitudinal andcomparative data before and after the NMET-SET reform, the conclusion is drawn that theNMET-SET has achieved its washback effect on English teaching and learning in senior highschools. The following sub-conclusions can be made from the findings.The study manifests that the NMET-SET influences teachers' perception towardsspoken English teaching in senior high schools. After the NMET-SET reform, there existssignificantly stronger washback on senior English teachers on the aspects of thecomprehension of the NMET-SET's content and criteria, belief towards the NMET-SET'sstimulating and reflective function as well as the perspective that the NMET-SET increasedthe difficulty of teaching.
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Reference (omitted)

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