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Arab World English Journal (AWEJ) Volume 16. Number 4, December 2025 Pp.417-437
Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, 13500 Permatang Pauh, Pulau Pinang, Malaysia.
Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, 13500 Permatang Pauh, Pulau Pinang, Malaysia.
Academy of Language Studies, Universiti Teknologi MARA Shah Alam, 40450 Shah Alam, Selangor, Malaysia
In the context of Chinese language assessment research, the washback effects of listening tests remain an underexplored area. Considering that the Chinese education system is centered on examinations, major high-stakes tests, such as IELTS and CET-6, have a significant effect on the way Chinese EFL learners engage with English learning. This study aims to investigate the washback effects of IELTS and CET-6 listening tests and identify the differences between them. The significance of this comparison lies in intuitively revealing the differences in washback effects between IELTS and CET-6 listening tests and providing a research basis for further exploring the factors underlying these differences. This comparison will facilitate the future reform of IELTS and CET-6 listening tests, enhancing their positive washback effects on English listening teaching and learning. A total of 42 participants who had completed both IELTS and CET-6 within the previous year participated in this research and completed the questionnaire. The results showed that IELTS Listening had a more positive influence on English listening learning compared to CET-6 Listening. Specifically, in terms of preparation duration, daily practice intensity, the frequency of preparation activities, and behavioral changes, IELTS Listening exhibited more substantial washback effects in promoting students’ listening practice. The findings also indicated that most participants acknowledged the positive effects of their IELTS preparation experience, while they either disagreed or were uncertain about the effects of CET-6 Listening. These differences could stem from the motivational disparity and differences in perceived validity caused by the nature of the test design.
Yu, J., Mah, B. Y., & Hashim, H. U. (2025). A Comparative Study on the Washback Effects of IELTS and CET-6 Listening Tests: Evidence from Test-Takers. Arab World English Journal, 16(4):417-437
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Jiashun Yu is a PhD candidate in Applied Language Studies at UiTM Penang. He holds an MA in English Language Education from the University of Reading, UK. His teaching covers English and IELTS in China since 2021. His research focuses on EFL pedagogy, language testing, washback effects, and instructional technology. ORCID ID: https://orcid.org/0009-0008-8727-9185
Boon Yih Mah is a Professional Technologist and Associate Professor serving at UiTM Penang as an academic and Professional Technologist. He holds a PhD in E-learning, an MA in Applied Linguistics, and a BAEd in ELS. Founder of WeCWI and WeCWIIS, he has received international awards for instructional design, language development, and digital learning innovation.
ORCID ID: https://orcid.org/0000-0001-9505-6610
Haida Umiera Hashim is a lecturer at UiTM specializing in Technology-Enhanced Language Learning. She earned a PhD in TESL from UKM. Her research highlights inclusive digital pedagogies and EdTech innovations. Co-creator of the award-winning AReal-Vocab AR app, she also contributes as a keynote speaker, reviewer, and interdisciplinary research collaborator.
ORCID ID: https://orcid.org/0000-0002-5710-3401