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sued toreplace the Syllabus with a major change in the objective of College English, givingmuch weight to developing “students’ ability to use English in a well-rounded way,especially in listening and speaking”3. Definitely, the Requirements set the guidelinesfor both English instruction to non-English major students and the CET.

II Literature Review

Tests serve a number of purposes and inevitably cause consequences, a high-stakes test in particular because of its intrinsic nature. In this chapter, relevantliterature is reviewed to elaborate on the definitions of washback, assertions aboutwashback, the theoretical frameworks for washback studies as well as empiricalwashback studies in language education and empirical studies concerning the CET,thus providing the theoretical and empirical underpinnings for the present thesis.

2.1. Definitions of washback
Washback, a term that can hardly be found in dictionaries, is widely assumed toexist and defined as “a synonym of ‘impact’, but it is more frequently used to refer tothe effect of tests on teaching and learning”10and on individuals (Bachman andPalmer, 1996). To be specific, it is “the influence that writers on language testing,syllabus design and language teaching believe a test will have on the teaching thatprecedes it”11and “the effects of tests on teaching and learning, the educationalsystem and the various stakeholders in the education process”12. It is also referred toas “a set of beliefs about the relationship between testing and teaching and learning”13.For Messick, washback is “the extent to which the introduction and use of a testinfluences language teachers and learners to do things they would not otherwise dothat promote or inhibit language learning”14. Shohamy thinks washback takes placewhen external language tests are used to affect and drive language teaching in theschool context (Shohamy, 1992).
Although the word backwash is sometimes associated with “unintended andnegative effects” or “side effects of tests” (Green, 2007 (b); Pan, 2009), it is used by Hughes to describe the same phenomenon: “The effect of testing on teaching andlearning is known as backwash”15. Alderson also denies the distinction between thetwo terms, which are preferred by people in different universities in UK (Alderson,2004). For Prodromou, the backwash effect is the “direct or indirect effect ofexaminations on teaching methods”.

Ⅲ Methodology............. 33-37
    3.1. Participant............ 33-34
    3.2. Questionnaire survey............ 34-35
    3.3. Interview ............35
    3.4. Classroom observation............ 35-36
    3.5. Document analysis............ 36
    3.6. Data processing ............36-37
Ⅳ Major Findings and Discussions............37-65
    4.1. Test constructors’intentions reflected ............37-38
    4.2. Teachers’perceptions of the IB CET-4 innovation............ 38-48
    4.3. College English teaching ............48-56
        4.3.1. Attention to skill areas............ 48-51
        4.3.2. Classroom activities ............51-53
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