Investigating the Washback of the Chinese Language Proficiency Test (HSK)

From the Perspective of CSL Students

Bibliographic Data

ID3244904
AuthorsFuyu Kong (0000-0003-1585-6920, Shanghai International Studies University), Yanli Zhang (0000-0002-3890-9696, Shanghai International Studies University, corresponding author)
Year2024
Volume14
Issue1
Publication date2024-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/21582440231224599
OpenAlexW4391033323
LanguageEN
Citations received2
References cited16

To explore the washback of the HSK on students learning Chinese as a Second Language (CSL), the study surveyed 1,616 SCL students from 25 different mother tongue backgrounds and interviewed international students studying in China through questionnaire and interview. The following was found in this study: (a) The HSK influenced both the process and results of CSL learning, and the positive impact outweighed the negative impact. (b) Students' motivation and perception of the HSK were the key factors that influenced the level of HSK washback. (c) The HSK had different intensities of washback on students at different HSK levels, with the strong effect on students at the lower level and a weak effect on students at the higher level. Based on the findings, some implications and suggestions for learners, teachers and test designers are provided

Language proficiency · Mathematics education · Pedagogy · Perception · Computer Science · Educational Technology and Assessment · EFL/ESL Teaching and Learning · Psychology · Student Assessment and Feedback · Artificial Intelligence

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