Examining the mechanism of washback on learning of the IELTS speaking on Chinese EFL context

Abstract

This study explores the mechanism of washback on learning in the Chinese EFL context by examining the interplay between IELTS Speaking test-takers’ interpretations of test design and their reasons for enrolling in test preparation courses, and how these factors relate to speaking scores. Using Bailey’s (1996) Washback Model and a mixed-methods design, data were collected from 267 Chinese IELTS test-takers through surveys and 15 semi-structured interviews. Quantitative findings from confirmatory factor analysis revealed that both test design interpretation and mediating factors (self-perceived proficiency, academic expectations, and individual differences) were associated with speaking scores. Qualitative analysis highlighted misalignments between perceived and intended test constructs. The study proposes a contextualised model of washback, contributing to our understanding of learner behaviour and offering practical implications for test preparation pedagogy.