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sp;theoretical  frameworks,  and  empirical  washback  studies abroad and at home.  Although  a  general  agreement  has  been  reached  as  to  the  basic  definition  of washback, there is also considerable variation in defining washback.        Some define washback from a narrow scope, focusing on the effects a test has on  teaching  and  learning  in  classroom  settings.  For  instance,  Alderson  and  Wall (1993a)  define  washback  as  “the  influence  of  testing  on  teaching  and  learning  that makes  teachers  and  learners  do  things  they  would  not  necessarily  otherwise  do because  of  the  test”  (p.  117).  The  influence  can  be  either  positive  or  negative. Shohamy  (1992)  defines  ‘washback  effects’  as  “the  use  of  external  tests  as  a  device for creating impact on the educational process” (p. 513). According to Cheng (1997), the term ‘washback’ indicates an active direction and function of intended curriculum change  by  means  of  the  change  of  public  examinations  (p.  38).  All  the  three definitions suppose that if a test doesn’t cause changes to teaching or learning, a test doesn’t  have  washback.  However,  if  a  test  doesn’t  interfere  with  normal  teaching  or learning,  does  this  test  have  positive  washback  effect  or  no  washback  effect?  Green (2013) describes washback from a different perspective. He defines washback as “the impact that a test has on the teaching and learning done in preparation for it” (p. 40). Green’s  definition  is  limited  to  the  short  test  preparation  period,  which  is  an inspiration  for  me  to  choose  the  thesis  topic  and  define  washback  in  the  present research context.     
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CHAPTER III RESEARCH METHODOLOGY ........ 28 
3.1 Research Questions .... 28 
3.2 Participants ......... 28 
3.3 Instruments ......... 29
3.4 Data Collection Procedure .......... 31 
3.5 Data Analysis ..... 32 
CHAPTER IV RESULTS .... 34 
4.1 Students’ Perceptions of TEM4 ......... 34 
4.2 Students’ Test Preparation .......... 35 
4.2.1 Test Preparation Time .......... 36 
4.2.2 Test Preparation Practices .... 37 
4.3 Relationship between Test Preparation and Test Performance .......... 43 
CHAPTER V DISCUSSION ....... 46 
5.1 Discussions of Students’ Perceptions of TEM4 ......... 47
5.2 Discussions of Students’ Test Preparation ......... 48 
5.3 Discussions of Relationship between Test Preparation and Test Performance ..... 49 

CHAPTER V DISCUSSION 

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