Test Perceptions and Preparation Strategies in the Chinese EFL Context: A Washback Study

Abstract

This study investigates the relationships between Chinese EFL learners’ perceptions of the National Matriculation English Test (NMET) and their preparation strategies. Drawing on survey data from 620 senior high school students, analyses examined how perceptions of test importance and test difficulty influence five categories of strategies: cognitive, metacognitive, memory, compensation, and social-affective. Results show that perceived importance is positively correlated with all strategies, particularly metacognitive regulation, suggesting that high stakes motivate structured and reflective preparation. In contrast, perceived difficulty correlated negatively with most strategies, especially cognitive and compensation, indicating that overwhelming challenge suppresses adaptive engagement.