Exploring washback processes in language teaching through teachers’ beliefs in the Chinese National Matriculation English Test (NMET)

Existing empirical evidence demonstrates that teachers’ beliefs play a significant role in mediating the washback effects of high-stakes examinations on teaching practices, despite teachers’ beliefs being recognized as difficult to change. The current study explores how the Chinese National Matriculation English Tests (NMETs) influence teaching practices through teachers’ beliefs. Qualitative interviews were conducted with four experienced high school English teachers. The findings discovered a positive washback impact on teaching practices when teachers’ beliefs aligned with the assessment, whereas negative and insignificant washback impacts were revealed when a misalignment occurred. Moreover, a significant negative association existed between teachers’ beliefs and actual teaching practices, especially in balancing between emphasizing real-life language application and the examination-oriented approach. This study recommended that the Ministry of Education prioritize aligning teachers’ beliefs with the NMET to promote a positive washback impact on teaching practices.