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) in thetest: different colleges, teachers, students, and even students of different grades; however,the college English teaching and learning in private colleges are under great influence ofCET4 in general.
There are clear evidences of the CET4 washback at micro level in the wholeprocess of college English language skills training of listening, reading, writing andtranslation. However, the CET4 spoken English test influence on the speaking skillstraining is not obvious, which may result from the fact that it is not a compulsory item inCET4. Other evidence can be found at macro level, such as, students' motivation to learnEnglish in college, students' time spend on CET4 reparation and teachers attitudetowards CET4.Moreover, findings in the investigation are concluded into 6 items 1) the positivewashback of CET4; 2) negative washback of CET4; 3) more serious teach-to-testphenomenon in private colleges; 4) students and teachers' approvals on CET4preparation courses; 5) little impact of CET-SET on language teaching and learning; 6)counteractive factors to CET4 washback. What is special and more serious for privatecolleges is that school administrations of private colleges pay great attention to thepassing rate of CET4 exam; therefore, it's common for their English department to adjustthe teaching plan especially for the test, which makes teach-to-test more severe in private colleges. Accordingly, a majority of private colleges' teachers believe that it is anefficient way to help their students score higher in the test, while students seem moredependent on their teachers. For them, test-taking skills may do nothing with theirlanguage proficiency, but it does help increase their chance of passing the test at one beat,which matters to them very much.The implications have been suggested correspondingly for boosting positivewashback and erasing negative effects as much as possible. Such as, lower stakes ofCET4 in order to liberate teachers and free students from the test; advance CET4 reformsby introducing more integrative tasks and further combinative type test of item; makeoral test compulsory to encourage and motivate teachers and students to put moreemphasis on oral practice in class and after class; highlight teachers' factors in boostingpositive washback of CET4 and attach vital importance to upgrade teachers professionalquality.

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