1. 1. To what extent does TEM-8 influence your selection and focus of teaching content in daily teaching? A. Extremely significant influence; fully centered on TEM-8 B. Significant influence; partial adjustments made to balance exam preparation and regular teaching C. Moderate influence; only occasionally involved D. No influence at all
2. 2. How often do you use real exam papers, mock papers, or conduct question-type-specific exercises in class to help students prepare for TEM-8? A. Very frequently (≥ 3 times a week) B. Relatively frequently (1-2 times a week) C. Occasionally (1-3 times a month) D. Hardly ever
3. 3. To what extent has TEM-8 prompted you to increase the explanation of test-taking strategies and skills (e.g., time management, answer routines)? A. Increased very much B. Increased relatively much C. Increased a little D. Hardly increased at all
4. 4. How has TEM-8 influenced your teaching methods? A. Increased more teacher-led explanations B. Increased more mock tests and exercises C. Prompted me to design more in-class activities related to exam question types D. Prompted me to try teaching methods that combine competence development and test-taking skills E. No significant influence on my teaching methods
5. 5. Overall, what do you think of the guiding role of TEM-8 in English major teaching? A. Primarily positive (e.g., clarifying objectives, standardizing teaching) B. Primarily negative (e.g., restricting innovation, leading to exam-oriented teaching) C. Advantages and disadvantages are balanced D. No obvious guiding role
6. 6. To what extent do you think TEM-8 scores can truly reflect students’ comprehensive English proficiency in their major? A. Very well B. Mostly well C. Only partially well, with limitations D. Not at all
7. 7. In your opinion, how important is the TEM-8 certificate for students’ future employment and development? A. Very important; it is a key threshold B. Relatively important; it is a plus C. Moderately important D. Not important
8. 8. How do you think students’ attention to TEM-8 influences their in-class learning behaviors? A. Significantly improves learning enthusiasm and participation B. Leads to more exam-oriented and utilitarian learning C. Causes students great pressure and anxiety D. No obvious influence
9. 9. Does TEM-8 performance affect your self-evaluation of teaching effectiveness and sense of professional accomplishment? A. Greatly influence; it is a key indicator of teaching success B. Somewhat influenced; it is one of the reference indicators C. Slightly influenced; I pay more attention to students’ actual competence improvement D. No influence at all
10. 10. How much work pressure have you experienced from undertaking TEM-8-related teaching tasks? A. Very high pressure B. Relatively high pressure C. Moderate pressure D. No pressure
11. 11. What are the main challenges you have encountered during TEM-8 preparation? (Multiple choices allowed) A. Tight teaching schedule; difficult to balance exam preparation and regular teaching B. Large gaps in students’ foundational levels; difficult to conduct unified teaching C. Conflict between exam content and my teaching philosophy D. Assessment pressure from the department regarding pass rate E. Others
12. 12. What strategies have you adopted to address the above challenges? (Multiple choice allowed) A. Adjust teaching plans to integrate exam preparation content in advance B. Use spare time to organize tutoring sessions or provide additional materials C. Focus on medium and high-performing students to ensure pass rates D. Attach more importance to teaching test-taking skills to improve efficiency E. Collaborate with other teachers to share teaching resource F. Others
13. 13. How do you think the current TEM-8 content should be reformed to better promote teaching? A. Increase question types that assess practical language application abilities (e.g., critical thinking, communication) B. Reduce the assessment of knowledge that requires rote memorisation C. Set optional modules (e.g., translation, literature, linguistics) to align with students’ major orientations D. Optimize scoring criteria to focus more on thinking processes rather than single correct answers E. Maintain the current status quo
14. 14. Overall, do you think the overall washback effect of TEM-8 on your teaching work is more inclined to be? A. Very positive B. Relatively positive C. Netural D. Relatively negative E. Very negative
15. 1.What specific opinions or suggestions do you have to better exert the positive washback effect of TEM-8 on teaching?