Abstract
This study investigated the impact of the Test of English for Academic Purposes (TEAP) on English learning (i.e., washback) by comparing learning activities of those who took the test and those who did not and by exploring the factors in their learning behavior. A questionnaire survey was conducted with 355 university students and inquired about the test preparation methods they used before entering university. Subsequently, semi-structured interviews were conducted with 14 students to probe how they prepared for their examinations and why they chose particular preparation methods. The results showed that students’ test preparation methods were similar regardless of the test they took. However, students who took the 4-skill TEAP did speaking practice and memorized verbal expressions more frequently than their counterparts. This study demonstrates that test preparation methods are not determined by the test alone but by the educational context, as well as other various mediating factors. The results of this study are particularly meaningful for developers and users of the TEAP, as they indicate the actual impact of the test on test-takers’ learning behavior. Furthermore, this study provides insights to stakeholders in entrance examination reform by addressing the mediating factors in washback.
