The Washback Effect of the HSK Test on Chinese Teaching and Learning in Northern Thailand University

Abstract

The purpose of this study was to investigate the washback phenomenon of the HSK test and how it affects Chinese language teaching and learning at northern Thai universities, and to apply the study’s findings as recommendations for teaching and learning Chinese for Thai teachers and university students. The research employed a quantitative approach. The research tools were divided into two sets: the HSK Washback Phenomenon Questionnaire that Affects the Teaching of Chinese Teachers in Northern Thailand Universities and the HSK Washback Phenomenon Questionnaire that Affects the Learning of Chinese at the University of Northern Thailand. Thirty Chinese language teachers from universities in northern Thailand and 150 Chinese language students who have passed the HSK exam comprise the sample group. Mean and standard deviation were utilised for statistical analysis of the data. The results indicated that the HSK test had a greater positive impact on teaching Chinese in universities in northern Thailand (x̄ = 3.59, SD = 0.61) than a negative impact (x̄ = 2.49, SD = 0.32). Additionally, Chinese students had more positive (x̄ = 4,56 SD = 0.37) than negative (x̄ = 3,66 SD = 0.38) responses.