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interview report.  The  quantitative  analysis  of  the  questionnaires  contains  four  sections:  it  first analyzes  participants’  perceptions  towards  CET-4  listening  sub-tests,  including  the impact,  the  reform  and  the  design  of  the  test.  Second,  it  reports  the  influences  on students’  learning  processes,  from  the  perspectives  of  learning  content,  learning method,  learning  degree  and  learning  sequence.  Third,  the  influence  on  participants’ learning  products  is  described,  which  contains  their  English  skills  and  the  role  that English plays in their future life. Fourth, washback between the two groups (GHS & GLS)  is  compared  by  an  independent  -  samples  T-test,  which  provides  implications for  the  future  teaching.  Then  the  qualitative  data  of  the  open-ended  questions  is synthesized.  With  regard  to  the  interview,  it  focuses  on  supplementary  data  and mainly covers four questions.  

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CONCLUSION

With  the  results  and  discussions  provided  in  the  previous  chapter,  this  chapter summarizes  the  results  and  presents  the  major  findings  of  the  study;  besides, implications, limitations and suggestions for the future study will also be addressed in this chapter. hrough  the  analysis  of  both  the  questionnaires  and  interviews,  the  following findings are concluded: CET-4  listening  sub-tests  generate  both  positive  and  negative  washback  effects on  students  with  more  positive  ones  than  negative  ones.  Participants  support  the organization  of  the  test  and  believe  that  the  test  is  important  and  triggers  their motivation  for  English  learning  and  promotes  their  English  study.  Besides, satisfactions  with  the  format  of  the  test  tasks  and  the  score  report  are  shown.  Yet, some  of  the  students  argue  that  the  difficulty  in  understanding  CET-4  listening accounts much for the failure of CET-4, which impairs their confidence in English and causes anxiety and boredom for English learning. Thus they disagree with the increase of  the  listening  weight.  Moreover,  most  of  the  students  strongly  propose  that  time allocation  for  the  test  should  be  improved,  and  more  time  for  copying  the  answers should be given. &n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。