The Washback Effect of HSK on Students’ Learning and Teachers’ Teaching: Implications for Chinese Language Education

Mengyan Zhao

doi:10.54097/d69g5974

Authors

Mengyan Zhao

DOI:

https://doi.org/10.54097/d69g5974

Keywords:

Chinese Learning, Chinese Teaching, HSK, Language Test, Washback Effect

Abstract

This study uses the literature review method to explore the washback effect of HSK (Hanyu Shuiping Kaoshi) on students’ learning and teachers’ teaching. It is found that HSK has washback effect on both learning and teaching, and the positive effect on both is greater than the negative ones. In general, the washback effect on learning is more significant than that on teaching, and the motivation for taking the test, the perception of HSK, the difficulty of the test and the regulations of colleges and universities are the main factors that affect the intensity of the washback effect. Based on the above findings, this paper puts forward feasible suggestions for students, teachers and the test itself, in order to give full play to the positive washback effect of HSK on Chinese teaching and learning, and promote the development both of test and teaching. In addition, at the end of the paper, the limitations of this study and the prospect of future research are put forward.

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