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Students’ perceived test-taking motivation The  results  of  students’  perceived  test-taking  motivation  echo  Xu  (2014)  who investigated  how  students  perceived  the  use  of  TEM4  scores.  The  result  of  Xu’s (2014) study suggests that over half of the students (59.5%) agree that TEM4 scores are related to conferring Bachelor’s degree and can affect employment (59.1%). The findings also resonate with Zou and Xu’s (2014) research findings which suggest that the  major  motivation  of  TEM4  test  takers  (61.1%)  for  English  learning  is  to  gain advantage  in  future  employment.  However,  as  a  curriculum-based  achievement language  test,  TEM4  is  designed  to  examine  the  quality  of  teaching  and  learning outcome and to assess whether students have achieved the English proficiency levels specified  in  the  Teaching  Syllabus  at  the  end  of  their  sophomore  year.  Hence,  the research  findings  of  students’  perceived  test-taking  motivation  indicate  that  students didn’t  fully  understand  and  even  have  distorted  the  intended  purposes  of  TEM4  to some degree. 

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CONCLUSIONS  

This study examined the washback effect of TEM4 on students’ learning from the  perspective  of  test  preparation.  Students’  perceptions  of  TEM4,  their  test preparation  practices  and  the  relationship  between  test  preparation  and  test performance were investigated. In this section, the main findings will be summarized. Moreover, implications for TEM4 reform and students’ learning will be drawn. Last, the limitations of the current study and implications for future research will be listed.First,  students  didn’t  fully  understand  the  intended  purposes  of  TEM4.  This provides further evidence that TEM4 is a high-stakes test for English majors in China. The  high-stakes  decisions  associated  with  TEM4  score  have  unavoidably  made students  more  instrumentally  motivated  to  prepare  for  and  take  TEM4.  Hence,  this study found that to pass TEM4 to get the Bachelor’s degree and to gain advantage in employment  were  students’  two  major  test-taking  motivations.  Thus,  this  finding indicates  that  the  intended  washback  of  TEM4  to  some  extent  has  been  distorted  by students’ perceived unintended purposes of TEM4.  Second, the findings on students’ perceived test difficulty suggest that students didn’t  regard  TEM4  as  very  difficult.  As  to  the  difficulty  of  the  overall  TEM4, students’  ratings  on  it &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。