A phenomenographic study on Chinese EFL teachers' cognitions of positive and negative educational, social, and psychological consequences of high-stake tests.

This study explores the multifaceted cognitions of Chinese English as a Foreign Language(EFL) teachers concerning the positive and negative consequences of high-stakes tests. The prevalence of high-stakes testing in the Chinese educational system underscores the need to understand teachers' perspectives on the potential impacts of such assessments. The main aim is to phenomenographically investigate the various educational, social, and psychological consequences as perceived by EFL teachers. Additionally, the study aims to identify common themes and variations in teachers' cognitions, shedding light on the complexity of their perceptions. The study employs a qualitative phenomenographic approach and involves in-depth interviews with 30 Chinese EFL teachers. Thematic analysis was utilized to categorize and interpret the identified themes related to positive and negative consequences. The findings reveal a range of cognitions among EFL teachers, delineating positive outcomes, such as enhanced educational quality and recognition, alongside negative repercussions, including narrowed curriculum and increased stress. The axial and basic themes comprehensively understand teachers' perspectives on high-stakes testing. The study summarizes the identified themes and highlights their implications for educational practices and policies. Recognizing both positive and negative consequences emphasizes the nuanced impact of high-stakes tests on EFL teachers. The implications extend to curriculum design, teacher training, and the broader educational landscape, stressing the need for a balanced approach to assessment practices.