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5
4.1.1 Teachers’ Questionnaire Results......25
4.1.2 Students’ Questionnaire Results ......33
4.2 Classroom Observation ......39
4.3 Interview.....40
4.4 Discussion.......42
4.4.1 Teachers’ Aspects.....42
4.4.2 Students’ Aspects .....43
5. Conclusion .....45
5.1 Major Findings .......45
5.2 Implications ....47
5.3 Limitations and Suggestions for Further Studies .......48

4 Results and Discussion

4.1 Questionnaire Survey
In the items of teachers’ questionnaire, there is some information concerning teachers’teaching experience. Among the four oral English teachers invited, two teachers are PETS’oral test examiners accounting for 50% and the non-examiners of PETS’ oral test also accountfor 50%. All teacher invited are female. Three teachers are between 30 to 45 years oldaccounting for 75%, one teacher is under 30 years old with the percentage of 25%. Withregard to the academic credentials, only one teacher is working for the master’s degreeaccounting for 25%, and this teacher’s teaching experience is minimal and she hasn’t becomethe examiner of PETS’ oral test. The rest of oral English teachers invited in this study have allobtained the Bachelor Degree, amounting to 75%. Among these three teachers, two teachers’teaching experience are probably between 10 to 20 years, and they hold the examinerqualification of PETS’ oral test. And the last one is the other non-examiner of PETS’ oral testwhose teaching experience years is below 10. Last point should be mentioned here is that twooral English teachers are teaching the oral English course of freshmen, and the other two areteaching the sophomores.

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Conclusion

Based on the data analysis, three quarters of invited teacher subjects think that PETS’oral test has influenced on their oral English teaching contents. However, there are differencesbetween the examiners of PETS’ oral test and the non-examiners.The examiners of PETS’ oral test admit that the PETS’ oral test has weak influence ontheir oral English teaching contents and teaching arrangements. Since they are familiar withthe contents, procedure and rating criteria of PETS’ oral test, the examiners of PETS’ oral testoften combine their own teaching task and arrangement to appropriately add some speakingactivities related with the PETS’ oral test in class. The examiners pay more attention toimprove students’ communicative competence in recessivity during the oral English teachingprocess.However, the non-examiners of PETS’ oral test recognize that the PETS’ oral test hasstrong influence on their oral English teaching contents and teaching arrangements. Thenon-examiners don’t know related information of PETS’ oral test like the examiners, so theywill specially adjust their teaching arrangements to increase some spoken exercises aboutPETS’ oral test in class. What’s more, the non-examiners spend more time in practicing topicsof PETS’ oral test in class.
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Reference (omitted)

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