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“stages, activities and products inassessing speaking”. Both the model and the schematic diagram can better reflect theessence and characteristics of oral English test, thus they represented theunderstanding of modern language testing researchers and developers to the oral testto a great extent.
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Chapter 3 Methodology..... 26
3.1 Research Questions...... 26
3.2 Subjects.... 26
3.3 Instruments.... 27
3.3.1 Tests .... 27
3.3.2 Questionnaire ..... 28
3.4 Data Collection and analysis....... 30
Chapter 4 Results and Discussion ........ 32
4.1 Results...... 32
4.1.1 Results of Questionnaire........ 32
4.1.2 Results of Tests ....... 41
4.2 Discussion ..... 44
Chapter 5 Conclusion ........ 53
5.1 Major Findings and Pedagogical Implications .... 53
5.2 Limitations of the Study.... 55
5.3 Recommendations for Future Researches....... 56

Chapter 4 Results and Discussion

4.1 Results
The following results presented can make an explanation for the washbackeffects of oral test on students’ attitude towards oral English learning and theirlearning processes. The oral test washback effects on students’ attitudes and learning processes areexplored based on questionnaire survey results. The “mean” in the following tablesrepresented the average degree of the agreement of students for the issues. The “Std.Deviation” represented the degree of individual differences. The “percent”represented the percentages of the students who agree (4) and strongly agree (5) thestatements in the questionnaire. The statistics of Item 1, Item 2, Item 3, Item 4 and Item 5 in Table 4.1 reflectedstudents’ attitudes towards learning tasks. The statistics of 3.87 and 75.1% in Item 1showed that most of the students agreed or fully agreed with that the oral test madethem realize the importance of the oral practice. The statistics of 4.12 and 87.5% inItem 2 showed that most of the students had the desire of improving theirshortcomings on oral English after the test. The statistics of 3.25, 0.463 and 26.1% inItem 3 showed that most of the students were uncertain about that whether their oraltest scores every time can give them confidence and motivation to continue to workhard to practice their oral English. The statistics of 3.38 and 62.5% in Item 4 showedthat most of the students thought it deserved a lot of efforts to improve their oralEnglish ability. The statistics of 4.03 and 87.5% in Item 5 showed that most of thestudents still thought that the frequent oral tests of that kind could cause them acertain degree of anxiety to their future learning.

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Conclusion

The major findings of this paper are:Analytic scoring oral test has positive washback effects on English majorstudents’ attitude towards oral English learning, their oral learning processes andlearning products. In the aspect of the washback on oral learning processes, thewashback effects on the time & frequency of learning and the degree of learning arelarge, but the washback effect on the depth of learning is relatively small. In theaspect of the washback on oral English learning products, the washback effects ongrammar and vocabulary & content are large, but the ones on the pronunciation &intonation and fluenc本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。