Speaker
Description
Tsukuba University Graduate Student Showcase: This study examined the washback effects of the Intercultural Competence Test(ICT) in China on university students’ learning and teachers’ teaching. Using a mixed-methods design, data were collected through questionnaires from 414 students and 84 teachers, as well as interviews with 3 students and 5 teachers. Results showed that both groups recognized the test’s value, but behavioral-intentional gaps emerged: students adopted mainly utilitarian learning strategies, while teachers made limited pedagogical adjustments.
Abstract section 1: Relevance
Increasing globalization has made intercultural competence a core ability for effective cross-cultural interaction, and people are seeking reliable assessment tools to evaluate it. Against this background, the Intercultural Competence Test (ICT), developed in 2023, is the first standardized assessment of intercultural competence in China. It is mainly designed to evaluate university students’ intercultural competence. As one domain within language testing research, examining the washback effects of this test is of significant importance.
Abstract section 2: Contribution/research questions
The findings provide implications for learning, teaching, and test development.
(1) What are the washback effects of the ICT on university students’ learning?
(2) What are the washback effects of the ICT on university teachers’ teaching?
(3) Do the washback effects vary across different demographic and institutional variables?
Abstract section 3: Content/method
The present study adopts a mixed-methods approach, combining quantitative and qualitative methods to investigate the washback effects of the ICT on university English teaching and learning. The quantitative phase mainly employs questionnaires to examine the patterns of washback among university students and teachers. The qualitative phase utilizes semi-structured interviews to further explore participants’ perceptions, motivations, and specific behavioral changes related to the ICT.
Abstract section 4: Outcomes/results
The results revealed behavioral and intentional disconnections. While both groups highly recognized the test’s value, a knowing-doing gap emerged among students who relied on utilitarian strategies rather than deep engagement, and an intention-practice gap was identified among teachers who made limited pedagogical adjustments. Moreover, it was revealed that the washback effects differed significantly based on students’ English proficiency and majors, as well as teachers’ school tiers and test familiarity.
| Title | Intercultural Competence Test Washback in University English |
|---|---|
| Teaching Context | College and university education |