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The dissertation is made up of fivechapters. Chapter One presents the background, significance and purpose of the study briefly.Chapter Two devotes to reviewing washback and reading-based response respectively.Chapter Three describes methodology, including the participants, instruments, administrationof instruments and data analysis. Chapter Four is the main body which displays the analysesand discussions of the results. Chapter Five presents the conclusion of this study, a briefsummary of the major findings, the implications and limitations of the study, and futureresearch directions of this field are included.

Chapter Two Literature Review

2.1 Overview of Washback
Washback is also called “backwash”. It is studying the effect of testing on teaching andlearning. Washback attracts numerous researchers’ attention and plenty of studies on it can befound.

2.1.1 Definition of Washback
About Washback, different researchers define it differently. Buck (1988: 17) describeswashback as follows: “there is a natural tendency for both teachers and students to tailor theirclassroom activities to the demands of the test, especially when the test is very important tothe future of the students, and pass rates are used as a measure of teacher success”. Hughes(1989) simply defines it as “the effect of testing on teaching and learning.” Shohamy (1992:513) describes it as “the utilization of external language tests to affect and drive foreignlanguage learning on educational process.” Alderson and Wall (1993) states that washbackshould be the notion of influence the tests on teachers and learners do things they would notnecessarily otherwise do. Gates (1995: 298) defines it “the influence of testing on teachingand learning.” It is similar to the Hughes’ and quite easy to follow. Bachman and Palmer(1999: 31) provide a broader definition that is “impact on individuals, on test takers, onteachers and on society and educational systems.” Wall (1997: 291) thinks that “backwashalso known as washback is sometimes used as a synonym of impact, but it is more frequentlyused to refer to the effect of tests on teaching and learning.”Though it is difficult for us to define washback precisely, which is really hard to define,an agreement can be got that washback is the influence or effect of testing on teaching andlearning.

2.1.2 Nature of Washback
Along with the discussion of the definition of washback, the nature of washback is alsobeing considered. There are 3 viewpoints on the nature of washback of testing. Someresearchers see washback in a positive way, some regard it as negative, while quite a fewlanguage researchers hold the idea that washback can be either beneficial or harmful.

Chapter Three Methodology........... 39-44
    3.1 Participants......... 39-40
        3.1.1 Teachers......... 39
        3.1.2 Students .........39-40
    3.2 Instruments .........40-42
        3.2.1 Questionnaires.........40-41
        3.2.2 Interview.........41-42
    3.3 Administration of Instruments......... 42-43
    3.4 Data Analysis......... 43-44
Chapter Four Results and Discussions .........44-70
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