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중등영어교육 수행평가를 위한 음성인식기술기반 모의구술면접 모형
최인철(Choi Inn-Chull) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.4
The deficiency of competent native English speaker raters and the inherent problem with intra-rater and inter-rater reliability of the oral proficiency interview (OPI) has precluded the full-fledged implementation of English performance testing, inevitably ushering in the computer- based oral proficiency interview (COPI) as its viable alternative with the help of automatic speech recognition (ASR). The plausibility and feasibility of implementing ASR-based COPI has recently been investigated with favorable results, which warrants more sophisticated research focusing on development of desirable test methods that will meet the rigorous criteria required by high-stakes language tests. In this respect, employing varied statistical methods as correlational, regression analyses, and ANOVA, the present study attempts to explore strengths and limitations of test method facets and to identify valid test methods to maximize the validity and reliability of ASR-based COPⅠ. Within the theoretical framework of communicative language components to be measured, the statistical findings reveal that some test methods prove to be more effective than others in producing COPI test results with better discriminability and reliability. The survey of students and teachers also suggest their favorable attitudes toward utilizing the COPI for in-class evaluation. Both findings strongly corroborates potential of the COPI in question as a valid performance testing tool to measure overall communicative competence. The current research is expected not only to shed light on advancement of performance testing, but also to serve the purpose of enhancing communicative English teaching.
음성 인식 기술을 활용한 채점자 엄격도 반영 및 유창성 측정 타당성
최인철(Choi Inn-Chull) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.2
Serious inherent problems with practicality, intra-rater and inter-rater reliability overshadow the known positive washback effects of performance assessment in language education. In particular, it has been welldocumented that inter-rater reliability poses a serious threat to overall test validity, since individual raters necessarily measure performance according to their own subjective severity criteria in language proficiency. However, language testing has witnessed a remarkable series of breakthroughs in performance assessment during the recent advent of the information era. One such breakthrough utilizes state-of-the-art automatic speech recognition (ASR) technology for oral proficiency interviews(OPI). Granting that current forms of ASR technologies may not produce results with the reliability needed to accommodate highstakes standardized test administration, they do offer aid in approaching the thorny issues of practicality and inherent human inter-rater subjectivity. Accordingly, this paper is intended to investigate the degree to which ASR-based OPI ratings match similar human-conducted OPI ratings by employing correlational analyses on the basis of degrees of rater severity. Furthermore, this paper attempts to explore a method of enhancing the robustness of ASR-based OPI ratings which capitalizes on suprasegmental information by measuring fluency based principally on the test-takers’ response time length.
최인철 ( Inn Chull Choi ) 한국멀티미디어언어교육학회 2009 멀티미디어 언어교육 Vol.12 No.3
The ever-increasing demand for English communication skills has required implementation of the method of Teaching English in English in every English classroom setting in Korea. This has necessitated recruitment and employment of large numbers of native English speaking teachers (NEST), which has proven difficult due to the scarcity of competent NESTs. With the advent of state-of-the-art technology designed for teleconferencing, however, e-Learning has the potential to provide a viable approach to tackling this problem. The present study investigated the efficacy of a web-based teleconferencing English teaching program in which native English teachers taught English to about 9,000 elementary and secondary students on-line with the help of Korean co-teachers during the spring semester of 2009. The study explored the extent to which students improved their English oral communication skills through a web-based oral proficiency test, and the degree to which students and teachers were satisfied with the e-Learning system based on a survey. The research findings revealed that the teleconferencing-based English teaching program enabled students to improve their English communication skills and was endorsed by the majority of elementary students.