Review of Washback Effect of Chinese University English Language Entrance Examination (2016–2025)

The National Matriculation English Test (NMET), which is the English language entrance examination to Chinese universities, has long been criticized for creating negative washback on English education in high schools in China, as its high-stakes nature creates significant pressure on schools to align their teaching with test requirements, given its wide ranging societal and educational impact. This paper reviews the empirical research related to washback of NMET in the Chinese context. A systematic review was conducted on articles published between 2016 and June, 2025. These articles were subjected to thematic analysis in which four broad categories were identified: influence on teaching practices; influence on student learning strategies, motivation, and perceptions; impact on learning outcomes; and the direction of washback. Findings suggest that future researches are required to adopt longitudinal and multi-contextual approaches to capture the evolving nature of washback, examine how reforms are mediated by local conditions, and explore strategies for bridging the gap between exam preparation and the broader goals of English education.

Washback effect, NMET, Teaching Practice, Learning Behavior

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