중학생의 영어 쓰기 영역 학업성취 특성 분석: 2015년 국가수준 학업성취도 평가 서답형 문항을 중심으로

배주경(Pae, Jue-Kyoung) 한국영어교과교육학회 2018 영어교과교육 Vol.17 No.1

This study aims to analyze students’ responses on constructed-response (CR) items in the writing section of the 2015 National Assessment of Educational Achievement (NAEA) English assessment for 3rd grade middle school students and to identify achievement characteristics of different achievement levels of students. The writing section of the NAEA English assessment has four CR questions. Answers from 7,398 middle school students in the sample-based assessment were analyzed. Their answers were categorized based on the contents and were analyzed by matching the answer of each student with their achievement score. The results showed that Advanced-level students were able to identify the gist or details of the text and to write about them without any errors in grammar or spelling. Proficient-level students were able to identify the details of the text, but they wrote about them with some errors in grammar or spelling. In addition, they had a tendency to translate Korean expressions into English, which ended up unnatural English. Basic-level students had overall difficulty in identifying the gist or details, so they did not know what to write. Based on these results, suggestions on differentiated teaching and learning methods at each level of achievement were made.

2015 개정 초·중학교 영어과 교육과정 교육내용의 적정성 연구: 내용 조직 측면을 중심으로

배주경 ( Pae¸ Jue-kyoung ),주형미 ( Joo¸ Hyung Mi ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.4

The study aims to analyze whether the contents of elementary and middle school English of the 2015 revised English curriculum are properly organized. To this end, a survey of elementary and middle school English teachers and qualitative analysis on the educational content section of the curriculum, "3. Content System and Achievement Standards" were conducted. The results suggested that the educational contents of the 2015 revised English curriculum are structured in consideration of the sequence and hierarchy between grade levels and among content areas. In addition, it can be said that the proportion of educational content between areas is appropriately organized. However, educational contents of certain areas or grade levels need to be adjusted in terms of function of the content scheme, the range of new vocabulary available by school levels, or achievement standards. In addition, it can be seen that some areas need improvement in terms of the proportion of educational content between areas. The results of this study are expected to contribute to the revision of the next English curriculum.

답지 반응률 분포 곡선을 활용한 국가수준 학업성취도 평가 중학교 영어 문항 분석

배주경(Pae, Jue-Kyoung),황필아(Hwang, Pil-ah) 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.3

The study analyzed test items for the National Assessment of Educational Achievement (NAEA) using distribution curves of response rates, and then identified more specific and detailed features for students’ educational achievement. For this, a total of 136 multiple-choice test items from 2010 to 2013 NAEA in Grade 9 English were analyzed using distribution curves of the percentage of students who selected correct and incorrect alternatives. Then, nine test items, which showed a high response rate in an incorrect alternative at a particular achievement level, were selected for a further in-depth analysis: three items in the Listening section, one item in the Speaking, four items in the Reading, and one item in the Writing. The results made it possible to provide more detailed information on student achievement in terms of achievement levels, and particularly the gaps and weaknesses in their learning. Moreover, they enabled us to identify achievement features of Basic-level students, which had been difficult to identify using the analysis of representative items. Based on these findings, the study suggested teaching strategies tailored to the different needs of students to improve student learning.

2015 개정 영어과 교육과정 운영 실태에 대한 교사인식 분석 : 초등학교 3~4학년군을 중심으로

배주경(Pae, Jue-Kyoung) 한국초등영어교육학회 2020 초등영어교육 Vol.26 No.3

This study examines teachers’ perception on the implementation of the 2015 revised English curriculum in elementary school Grades 3 and 4. Teachers who taught Grades 3 and 4 English in 2018 or 2019 were given a survey to complete and interviews were conducted. The results indicate that the majority of the respondents said that the English subject competencies introduced in the 2015 revised national curriculum were suitable for application in elementary schools and that the difficulty level and amount of English learning content in elementary school Grades 3 and 4 were appropriate. However, there were also many responses indicating that the listening part was easy and the writing part was difficult; additionally, the reading and writing parts were short based on the amount of learning. In terms of the difficulty of teaching third and fourth grade English, the majority of the respondents stated that it was the most difficult to manage classes considering the individual differences of students. To manage classes considering these differences, most respondents indicated that it was necessary to provide support personnel. However, interviews also suggested concerns for supporting assistant teachers. Based on these results, support measures were proposed to improve the difficulties in the field.

초등학교 5~6학년군 2015 개정 영어과 교육과정 운영 및 지원 요구에 대한 교사의 인식 분석

배주경(Pae, Jue-Kyoung) 한국초등영어교육학회 2021 초등영어교육 Vol.27 No.3

The purpose of this study is to examine teachers perceptions on the implementation and support needs of the 2015 revised English curriculum in 5th and 6th grade in elementary school. A total of 217 teachers responded to the survey, and four teachers participated in the focus group interview. Summarizing the survey and interview results, most English teachers who taught fifth or sixth graders in 2019 think that English subject competencies are suitable for application in elementary schools, and that the level and amount of learning in English curriculum and English textbook are generally appropriate. A majority of teachers responded that they experienced difficulty in teaching fifth or sixth graders because of the individual differences in their English ability. Almost all teachers thought that students’ individual differences in their English ability increased during fifth or sixth grade. As for the support that teachers needed the most in order to teach English to fifth or sixth graders and to implement 2015 revised English curriculum was teacher development on how to cope with students’ individual differences. Based on these results, this study suggested several educational policies to support teachers in implementing the 2015 revised English curriculum.

국가영어능력평가시험 2ㆍ3급 쓰기 문항유형별 어법상의 오류 분석

송민영(Song, Min Young),배주경(Pae, Jue Kyoung),신동광(Shin, Dong Kwang) 한국외국어교육학회 2013 Foreign languages education Vol.20 No.3

This study analyzed the errors in Korean high school students' responses to the four writing items of the National English Ability Test (NEAT) Levels 2 and 3. To two Level 2 items and two Level 3 items 1,119 responses were randomly selected and coded based on the error scheme that was developed for this study by adapting some previous studies. The result indicates that some types of errors were more frequently observed in the responses to certain types of questions of the NEAT. Errors in verb tense and aspect, for example, were more frequently observed in question number 1 of NEAT Level 2 and in question number 4 of NEAT Level 3, while article and preposition errors occurred more frequently in question number 3 of NEAT Level 3. Based on a careful investigation of the students' responses to each question, certain characteristics of each question seem to induce certain types of errors more than other types. Question number 1 of NEAT Level 2, for example, requires test takers to narrate or describe past events or experiences; this might cause more errors in the use of verb tense and aspect. The pedagogical implications of the findings are discussed in terms of teaching English writing to Korean students.

영어 쓰기 답안에 나타난 한국 고등학생들의 단어 조합 오류 유형 분석

신동광 ( Dong Kwang Shin ),배주경 ( Jue Kyoung Pae ),송민영 ( Min Young Song ) 글로벌영어교육학회(구 호남영어교육학회) 2014 Studies in English education Vol.19 No.2

The present study attempted to analyze word combination errors in Korean high school students’ responses to four types of writing test items of English. For this, a total of 1,119 written responses were collected. For examining word combination errors, the three dominant types of errors ‘word selection error’, ‘preposition selection error’ and ‘L1-L2 translation error’ were manually checked and coded. As a result, in the analysis of word combination errors, it was found that the ‘word selection error’ is most frequent. A surprising finding is that regardless of the English writing proficiency and the type of the writing test items, a longer response is more likely to have more word combination errors, which indicates the lack of collocational knowledge of Korean students. Finally, some pedagogical implications of the findings are discussed in the conclusion. (134 words)

영어과 사이버가정학습 콘텐츠 개발 사례연구

김주혜(Kim, Joohae),김영우(Kim, Youngwoo),배주경(Pae, Jue-Kyoung),이의길(Lee, Euikil) 한국영어어문교육학회 2012 영어어문교육 Vol.18 No.4

This paper analyzes a case study regarding the development of Cyber Home Learning (CHL) content for elementary school students’ English learning, In this study, a research team of three English education experts and one educational technology expert sought to answer the following questions: 1) What developmental strategy is used in newly developed CHL content? 2) What developmental process is evident in CHL content? and 3) What main issues and suggestions arise at each developmental step? To address these questions, three major developmental strategies were selected: (a) general education or e-Learning-related strategies, (b) English subject-specific strategies, and (c) quality control strategies. The findings suggested that the developmental process consists of analysis, planning, prototype development, writing and designing, content development, and content upload. The researchers found major developmental issues and topics at each step in investigating the meeting materials and minutes, developmental resources, and the final products of CHL. Based on these results, several suggestions and recommendations related to the three developmental strategies were made for the revision or subsequent development of future CHL content.