英语专业四级考试对玉林师范学院教学的反拨作用研究的中期报告.docxVIP

英语专业四级考试对玉林师范学院教学的反拨作用研究的中期报告 Introduction: The English Proficiency Test 4 (EPT-4) is an important component of the language teaching and learning process at Yulin Normal University. However, there is a growing concern among the faculty and students about the tests negative impact on the quality of teaching and learning. This study aims to investigate the reverse effect of EPT-4 on Yulin Normal Universitys teaching and learning process. Literature Review: Several studies have looked into the positive impact of English proficiency exams on language teaching and learning. However, there is also evidence of the negative impact on the educational process. EPT-4s negative effects can be categorized into two different areas. Firstly, the test can distort teaching by prioritizing test-taking strategies and rote memorization over real-world language skills. Secondly, it can lead to a negative attitude towards learning by encouraging a reliance on test-preparation materials and memorization rather than practical language skills. Methodology: The study used a mixed-methods research design. Data was collected through surveys, interviews, observations, and document analysis. A total of 150 EPT-4 participants and 30 language instructors were participants in the study. Results: The results showed that EPT-4 has a negative impact on language education at Yulin Normal University. Although the test is seen as a necessary part of the teaching and learning process, it has distorted teaching and learning methods. Teachers reported that they felt compelled to focus on test-taking strategies and rote memorization rather than developing practical language skills. Students, on the other hand, reported feeling stressed, anxious, and overly focused on achieving high scores rather than learning the language. The results also showed that there is a lack of cooperative effort between language instructors and EPT-4 examiners, which negatively impacts language education. Conclusion: The findings