한국의 영어평가의 발전과 현황과 과제

권오량(Kwon, Oryang) 한국영어평가학회 2013 영어평가 Vol.8 No.1

This paper reviews and discusses the development and current status of English language assessment in Korea and presents some missions for English testing professionals. This paper first reviews the development of college entrance examinations, noting that they had traditionally focused on vocabulary, grammar, and reading before the introduction of the College Scholastic Ability Test (CSAT), which emphasizes communicative competence and introduced a listening comprehension section. The paper then discusses English language testing in school settings. The national curriculums had not put much weight on testing prior to the 2011 curriculum. As for English language assessment in Korean society, the paper describes the extraordinary fever for English language testing by the general public. Next, several issues surrounding English language testing in Korea are discussed, including the government’s control of the difficulty level and content of the CSAT, the National English Ability Test, and productive skills assessment in schools. Finally, the paper discusses the dilemmas that English language testing professionals are faced with, suggesting that professionals have the mission of educating both the government and society for the improvement of English language assessment.

Error Analysis of Korean Adult EFL Learners’ Oral Production of English Interrogative Sentences

Tae-Ja Park(Tae-Ja Park) 한국영어평가학회 2022 영어평가 Vol.17 No.2

The purpose of this study is to examine the errors made by Korean adult EFL learners. To this end, it analyzed the spoken responses of the Question Elicitation task, one of all 10 tasks such as Read-aloud, Dialogue Completion, Map-cued Elicitation of Directions, Question and Answer-open-Ended, Question Elicitation, Paraphrasing a Short Narrative, Oral Interviews, Discussions, Picture-cued Storytelling, and Retelling a Story, from 82 adults who were attending a language institute for the purpose of learning English conversation. They were interviewed one-on-one for 25 minutes for the 10 tasks without any interaction with the interlocutor to elicit as much vocal production as possible. The spoken data elicited from the Question Elicitation task were analyzed by employing QSR NVivo 2.0. One finding was that misformation was found to be the most frequent error, followed by fluency errors, omission errors, addition errors, and misordering errors. Another noteworthy finding was that learners often used incorrect forms for pronouns and tense and tended to omit the plural suffix -s and prepositions. In addition, open-ended questions were dominantly used compared to closed questions. Based on these findings, this study suggests that adult learners should be continually provided with contexts and activities in which they can practice the different use of interrogative sentences.

중고등학생 영어듣기능력평가를 활용한 고등학교 영어 교수학습 프로토타입 개발

조보경,주헌우 한국영어평가학회 2023 영어평가 Vol.18 No.1

The present study aimed to develop a prototype for applying the Nationwide English Listening Test for Secondary School Students for high school English classes. In order to serve the purpose of the research, a lesson plan was developed as an example of pedagogical use of the test by making a draft in collaboration with English teachers. Subsequently, the content and structure of the draft went through an examination of English education experts for improvement and was modified by referring to their review. The following study should be well worth the effort to suggest possible improvements in order to activate the pedagogical use of the test in the classroom. Firstly, it is necessary to develop and provide an online English teaching and learning support system to schools because the usefulness of the prototype can be maximized if students are allowed opportunities to ubiquitously prepare or review for English lessons on computers or digital devices. Secondly, it is also recommended to disseminate exemplary cases of utilizing the test for pedagogical purposes in school, for example, by holding English class demonstration contests or running model schools.

Exploring Factors of English Teachers' Effective Teaching Behavior in Blended Learning Contexts

Xiaohui Zhang,김현주 한국영어평가학회 2023 영어평가 Vol.18 No.1

This study aims to investigate effective teaching behavior (ETB) for undergraduate students among college teachers in China and to analyze their perceptions of ETB that contribute to academic success. In this study, a questionnaire was used with 152 college students as participants, and data analysis was conducted using SPSS ver. 23, including t-test, ANOVA, and factor analysis. The results revealed that teachers’ perception of ETB in blended learning (BL) contexts consists of four dimensions: classroom teaching organization, online learning management, diversified assessment, and individualized instruction. Among these dimensions, classroom teaching organization was perceived as the most effective, followed by online management, while diversified assessment and individualized teaching were considered less effective in implementing ETB in teaching practice. Furthermore, the study identified two categories of factors affecting ETB: internal factors of teachers (beliefs, capacity, and motivations) and external factors (online platforms, institutional environment, and students’ performance). The research findings suggest that the online platform factor and environment factor have the highest correlation coefficient with ETB, while the teacher factor has the lowest. Based on the findings, the study proposes implications and suggestions, such as building online resources and enhancing the multifaceted roles of instructors in BL contexts, to optimize teaching practices in higher education and enhance students’ satisfaction and academic achievement.

고등학교 1학년 전국연합학력평가 영어 지문의 언어적 특성 및 난이도 분석

이주윤 한국영어평가학회 2023 영어평가 Vol.18 No.1

This study examines the linguistic characteristics and the text difficulty of the National Assessment of Academic Achievement (NAAA). First, the linguistic features of NAAA conducted in June, September, and November were compared to examine the difference among the tests by the scope of the assessment. Second, the linguistic features of NAAA and the reading texts in six high school English textbooks were compared. Lastly, the correlation between the linguistic features of NAAA and the correct answer rate for each question was analyzed. Corpus analysis was conducted by using Coh-Metrix 3.0. The indices were selected for descriptive analysis, lexical diversity, connectives, syntactic complexity, and readability. One-way ANOVA, Kruskal-Wallis H test, independent t-test, Mann-Whitney U test, and correlation analysis were conducted to investigate the Coh-Metrix data. The result revealed the statistical differences among NAAA tests held in June, September, and November regarding the differences in ‘mean number of words of sentences and readability score.’ In addition, discrepancies in linguistic features between the text in NAAA and the English textbooks were found. Lastly, it was found that ‘number of words, mean number of words, CELEX Log frequency for all words, argument overlap, and readability score' had a correlation with the correct answer rate. Implications and the limitations of the study were discussed.

Direction of Improving Preservice Teachers' Competence of Designing Primary English Lesson Plan: Focused on Scaffolding Based on Dynamic Assessment

Jin-Seok Kim 한국영어평가학회 2023 영어평가 Vol.18 No.1

The purpose of this study is to present the direction of improving preservice teachers’ competence of designing primary English lesson plans focusing on scaffolding based on dynamic assessment. To achieve the purpose, three lesson plans demonstrated for microteaching in the 2023 Lecture of Primary English Methodology were analyzed in terms of scaffolding based on dynamic assessment in alignment with tasks according to the phases of pre-class, during-lass, and post-class. It was found in the result of analyzing the lesson plans that 1) learners’ zone of proximal development (ZPD) was not established based on dynamic assessment for learners to achieve the learning objectives, 2) macro-level scaffolding based on dynamic assessment was not designed appropriately and systematically for learners to improve their communicative competence in the phases of pre-class and post-class, 3) micro-level scaffolding based on dynamic assessment was not designed for learners to interact with a teacher and to answer questions related to lessons’ content in the phase of during-class, and 4) rating scales aligned with tasks were not established based on a variety of scaffolding for learners to effectively solve the problems or complete their tasks in collaboration with classmates. Based on the results, it was suggested that a preservice teacher needs to check and assess learners’ communicative competence considering a rating scale, which involves scaffolding such as feedback for learners to effectively complete their tasks in collaboration with classmates.

Measuring Communicative Intentions and Capabilities: Learners' English Proficiency as a Supplement to Willingness to Communicate

이한솔,진성한 한국영어평가학회 2023 영어평가 Vol.18 No.1

In this study, we attempted to measure English learners’ communicative intentions and capabilities (CIC) by adding their English proficiency to their willingness to communicate (WTC) as a predictor of the learners’ English use. In the context of communicative language teaching (CLT), learners’ WTC is considered the key to linking important learner factors such as self-perceived competence, anxiety, and motivation. Given that WTC only accounts for learners’ communicative intentions, we hypothesized that learners’ communicative capabilities (i.e., language proficiency) would be a meaningful addition to measuring overall CIC. To test this hypothesis, we collected a total of 67 samples (N = 17,811) and conducted an analysis using a metaanalytic structural equation modeling (MASEM) approach. The results indicated that the learners’ overall CIC successfully predicted their English use, with a significant path coefficient (β = .525, p = .02). Furthermore, we found that the size of the direct contributions of perceived competence and motivation became non-significantly marginal (ps > .05), indicating that adding learners’ proficiency to the WTC to measure the overall CIC can improve the overall explanatory power of the MASEM model to predict learners’ English use.

A Corpus-based Analysis of the Linguistic Complexity Levels of the Reading Passages in Three Asian EFL Countries' College Entrance English Exams

엄혜랑 한국영어평가학회 2023 영어평가 Vol.18 No.1

This study investigates the linguistic complexity levels of the reading passages of the foreign language (English) domain of the College Scholastic Aptitude Test (CSAT) in Korea and compares them with those in two other Asian EFL countries. For the study, the reading passages of the Korean, Chinese, and Japanese college entrance English exams from the 2018 to 2020 academic year were collected and analyzed based on the length, propositional content and organizational characteristics by using a variety of corpus linguistic tools. The Kruskal-Wallis test was administered in order to see if there was a statistically significant difference among the tests. Also, when between-group differences were detected, the Mann-Whitney U post hoc test was conducted to further look into significant differences between the CSAT and the other tests. Overall findings suggest that the reading passages of the CSAT English exam maintained the highest difficulty level among the three Asian EFL countries’ college entrance English exams, with cognitively demanding academically-oriented items, highly advanced vocabulary, complex syntactic structure and low readability. Based on the findings, this research is expected to shed light on the intention of incorporating criterion-referenced English assessment into the CSAT as well as provide pedagogical implications for test developers and education policy makers in Korea.

Exploring the Efficacy of Automated Essay Scoring Systems in the Context of Korean EFL High School

Yubin Jeon 한국영어평가학회 2023 영어평가 Vol.18 No.1

Despite growing attention on the Automated Essay Scoring (AES) systems, it is difficult to find their actual use in Korean EFL high schools. Among various free and easily accessible AES systems available, this study aims to investigate the efficacy of three AES systems in the Korean EFL high school context: Grammarly, MS Editor, and ProWritingAid. To this end, the three AES systems were compared with two human raters in three aspects: scores reported on Korean EFL high school students’ writings, errors detected per error category, and errors detected per student writing. The t-test, ANOVA, and correlation analysis results have led to questions and doubts on the validity of the AES programs and their role as essay evaluators. While AES programs have shown growth, the AES programs are not yet comparable to human raters and teacher feedback. However, the AES programs do show potential as a supplementary tool in the Korean EFL context. Thus, a comparison of the three AES systems was examined in the hopes of finding the optimal choice of AES system. The findings provide information and insights on how AES systems may be implemented in Korean EFL high school classrooms, and further emphasized the importance of teachers’ role in implementing a new tool.

영어 청해 교육을 위한 TTS 활용 가능성

박선희(Park, Seon-Hee) 한국영어평가학회 2008 영어평가 Vol.2 No.1

This study attempts to investigate the possibility of TTS(Text-To-Speech) for teaching English listening comprehension skills. For this purpose, about 240 middle school 2nd year students were selected as the subjects. Through 4 diagnostic tests(Listening), three similar groups(Group A, B, C) were chosen as comparative groups for the experimental tests(Listening and Dictation). The subjects took the tests, and responded to the survey about the tests. Each test was made up of two types of recorded voice. One was designed in such a way that the native speakers voice was followed by the TTS voice(Type NT) and the other was designed in the converse way(Type TN). The results of the tests were analyzed based on ANOVA. The results indicated that there are not statistically significant differences between the results of the test recorded by the Native Speakers Voice and TTS Voice. In conclusion, this study sheds light on a potential of TTS for the teaching material for listening and dictation. It suggests the more attention and continuous research for the use of TTS as a more promising educational tool in teaching English as well.