This paper explores the perceptions of college English teachers towards language test development, with a focus on the harmful backwash effects, specifically derived from teachers' misconceptions. Personal accounts of ten college teachers of English were cited and analyzed in themes, and misconceptions were identified through descriptive interpretations. The study reveals that English teachers at college are not well-acquainted with the conceptual bases for language testing due to little formal instructions. Uninformed decisions on testing and unintelligent teacher-assessment practices are potential sources of harmful backwash on teaching and learning. A dangerous tendency of reduced efforts in teacher-assessments is present among language teachers, due to blind faith in established tests, and the absence of language testing competence or excessive emphasis on High-stakes tests in research. More in-service teacher training and action research are called for.
The article presents some major researches concerning the concept of backwash effect of language testing; analyses both the positive and negative effects and their implications in EFL classrooms; then provides some suggested ways to be followed when creating positive backwash effects on teaching and learning.
The present paper first reviewed the major concepts and practices involves in research. A small study was conducted to survey on the prevailing research questions and methods in ELT studies in China, showing a major paradigm shift from qualitative studies to quantitative research and mixed methods, with little critical research identified.
