The Multi-Dimensional Approaches and Paradigm Reconstruction of CET-4 Teaching Reform
The College English Test Band 4 (CET-4) is currently the largest language proficiency assessment in China, serving dual functions of educational evaluation and social screening. For a long time, it has been the central benchmark guiding English teaching in higher education institutions. If we shift our understanding of the test’s construct from a “trait-based” perspective to an “interactive” one, and consider the rapid advancement of technologies, such as artificial intelligence and smart education, CET-4 instruction must address multiple challenges, including excessive test-oriented practices, regional and disciplinary disparities, and increasing individual differences. This article conducts an inductive analysis of CET‑4 reform and its wash‑back effects. Drawing on cases of graded teaching, assessment‑driven learning, and smart education, it defines the “Five‑in‑One” framework covering graded‑categorized teaching, examination‑teaching integration, AI‑enabled smart education, process‑oriented evaluation, and competence‑oriented teaching. This study aims to transform the score‑chasing mindset into a new paradigm of competency development, so as to provide insights for the high‑quality development of college English education in the new era.
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