The present study attempts to investigate, by means of a series of questionnaires, the washback effects of TEM on teaching and learning. The results show that different stakeholders attach different degrees of importance to various aspects of TEM; that TEM results have, in varying degrees, provided feedback to participating universities on their teaching and learning, but there is a tendency for stakeholders to use TEM results for purposes other than instructional; and that TEM has not, so far, had significant negative impact on curriculum implementation, but teachers and students differ among themselves with regard to the intensity and direction of TEM washback. The results of the present study have practical implications for future reform in the curriculum for English majors.