Volume 4, Issue 2  August 2021, pp. 38–58          Download PDF

Regular Articles
Perceived effects of CET4 test preparation, language ability, and test performance: An exploratory study of Chinese EFL learners

Jiuliang Li https://orcid.org/0000-0002-9459-24271

1 Beijing Institute of Fashion Technology, CHINA lijiu@hotmail.com

DOI: https://doi.org/10.29140/lea.v4n2.480


This study examined the perceived effects of test preparation for College English Test Band 4 (CET4) on development of language ability and test performance, which has not received sufficient attention previously. A total of 79 undergraduate students from two classes in a Chinese university participated in the study. At the end of the CET4 preparation program provided by the university, the participants completed a questionnaire indicating their perceived improvement in the various attributes (language skill development, skill understanding, test-taking strategies and confidence) in relation to writing, listening, reading, and translating measured by the test. Six participants took part in one-to-one interviews to provide detailed information about their perceived effectiveness of learning as a result of the preparation program. Overall participants thought they made more progress in reading and translating, but less in listening and writing. Regression analyses mainly established that the perceived improvements of most of the attributes and language abilities are significant predictors of students’ anticipated and actual CET4 performance. Implications for test preparation programs, language learners and instructors are discussed with reference to how to facilitate learners’ learning and development of language ability and how to improve performance on future tests.


© Jiuliang Li

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Suggested citation

Li, J. (2021). Perceived effects of CET4 test preparation, language ability, and test performance: An exploratory study of Chinese EFL learners. Language Education & Assessment, 4(2), 38–58. https://doi.org/10.29140/lea.v4n2.480

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