{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86776"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86776","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"English Education in China: Initiation, Evolution, and Impact - A Case Study of College English Test (CET-4/6) and College English Education","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Jiang, Xiaojun; 0000-0003-0378-8852"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Brutt-Griffler, Janina","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T21:44:58Z","date_published":"2025-02-21T21:44:58Z","updated_at":"2026-07-27T19:05:37Z","subjects":["foreign language education","education policy"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86776","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brutt-Griffler, Janina","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Jiang, Xiaojun; 0000-0003-0378-8852"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T21:44:58Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["foreign language education","education policy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86776"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","This dissertation investigates the impact of the CET-4/6 (College English Test Band Four/Six) on College English education at one university in China. It aims to explore the social contexts where CET-4/6 was initiated, used as a de facto language policy, and later dropped at this university, and investigate the impacts of CET-4/6 as a de facto language policy on College English teaching and learning. The research is guided by theories of the Macroacquisition of English (Brutt-Griffler, 2002, 2017) and test as de facto language policy (Shohamy, 2001). While the former provides an explanatory sociohistorical and policy framework to study the evolution and trends in English education in China, the latter offers an assessment perspective to reconsider the role CET-4/6 has been playing both in educational and social domains. This research uses a qualitative approach with multiple data collection methods. Using one university context as a case study, it analyzes data from questionnaire surveys, non-participant class observations, and interviews. Specifically, it studies the perspectives of College English Department faculty members, English training institute teachers, and non-English-major college students. To provide a broader context for the study, this research also incorporates data from interviews with national policymakers and university administrators, historical documents, media reports, and online resources. Data are analyzed through the constant-comparative method (Glaser, 1965), where themes, concepts, and patterns are identified (Braun & Clarke, 2006). The findings indicate that the initiation of CET-4/6, the use of CET-4/6 as a de facto language policy, and the drop of this policy are aligned with the general trend in English education in China. The impact of the change of policy on College English education is limited, and CET-4/6 has become a default option for college students and a part of college life. English learning has evolved from a government campaign into a conscious act taken by individuals to achieve specific goals, during which mutual influence within distinct speech communities is playing out and exerts an ever more significant role. This study draws a comprehensive picture of the history of CET-4/6 and English education in China. The findings could be used by policymakers, university administrators, English educators, and English learners to use as a reference to make College English education more efficient, and to address challenges that College English education is facing in the 21st century.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["English Education in China: Initiation, Evolution, and Impact - A Case Study of College English Test (CET-4/6) and College English Education"]}]}],"canonical_facts":{"dc:contributor":["Brutt-Griffler, Janina","Learning and Instruction"],"dc:creator":["Jiang, Xiaojun; 0000-0003-0378-8852"],"dc:date":["2025-02-21T21:44:58Z","2020"],"dc:description":["Ph.D.","This dissertation investigates the impact of the CET-4/6 (College English Test Band Four/Six) on College English education at one university in China. It aims to explore the social contexts where CET-4/6 was initiated, used as a de facto language policy, and later dropped at this university, and investigate the impacts of CET-4/6 as a de facto language policy on College English teaching and learning. The research is guided by theories of the Macroacquisition of English (Brutt-Griffler, 2002, 2017) and test as de facto language policy (Shohamy, 2001). While the former provides an explanatory sociohistorical and policy framework to study the evolution and trends in English education in China, the latter offers an assessment perspective to reconsider the role CET-4/6 has been playing both in educational and social domains. This research uses a qualitative approach with multiple data collection methods. Using one university context as a case study, it analyzes data from questionnaire surveys, non-participant class observations, and interviews. Specifically, it studies the perspectives of College English Department faculty members, English training institute teachers, and non-English-major college students. To provide a broader context for the study, this research also incorporates data from interviews with national policymakers and university administrators, historical documents, media reports, and online resources. Data are analyzed through the constant-comparative method (Glaser, 1965), where themes, concepts, and patterns are identified (Braun & Clarke, 2006). The findings indicate that the initiation of CET-4/6, the use of CET-4/6 as a de facto language policy, and the drop of this policy are aligned with the general trend in English education in China. The impact of the change of policy on College English education is limited, and CET-4/6 has become a default option for college students and a part of college life. English learning has evolved from a government campaign into a conscious act taken by individuals to achieve specific goals, during which mutual influence within distinct speech communities is playing out and exerts an ever more significant role. This study draws a comprehensive picture of the history of CET-4/6 and English education in China. The findings could be used by policymakers, university administrators, English educators, and English learners to use as a reference to make College English education more efficient, and to address challenges that College English education is facing in the 21st century.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86776"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["foreign language education","education policy"],"dc:title":["English Education in China: Initiation, Evolution, and Impact - A Case Study of College English Test (CET-4/6) and College English Education"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:37Z"}