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고등학교 영어 교사의 영어 말하기 교수학습 및수행평가 실태 조사 연구
이문복(Lee, Moonbok) 한국영어교과교육학회 2018 영어교과교육 Vol.17 No.1
The purpose of this study is to investigate high school English teachers’ teaching English speaking and English-speaking performance assessment(ESPA) through analysis of the status of teaching English speaking and ESPA. For this study, English teachers with a wide range of years of teaching participated in a survey from 463 high schools nationwide. The results showed that almost half of the schools surveyed did not offer English conversation courses. In addition, it was also revealed that almost half of the English teachers did not provide English speaking activities even in the general English class. Many teachers responded that they did not implement ESPA mainly because a speaking test was not included in College Scholastic Ability Test, workload of English speaking class, and tight coverage of lessons. The most difficult things in implementing ESPA were pointed out as the development of test items and their scoring. Based on the aforementioned findings, some suggestions for activating ESPA in schools were addressed.
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온라인 기반 고등학교 영어 말하기 수행평가 지원 시스템 개발 및 시범적용
이문복 ( Lee Moonbok ),주헌우 ( Joo Hunwoo ) 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.1
The main purpose of the present study is twofold: firstly to develop an Internet-based English speaking performance assessment support system(ESPASS) and secondly to apply ESPASS in high schools in order to investigate its usefulness for both teachers and students. For this study, 13 English teachers and 835 students from 11 Korean high schools participated in the field test of ESPASS. A post field test survey and in-depth interview were carried out respectively with the students and the teachers. Another survey was conducted with 80 English teachers who attended the workshop on best practices in the use of ESPASS. The field test results indicated that the teachers and the students were satisfied with the convenience and usefulness of ESPASS. Especially, the workshop participants showed high satisfaction with ESPASS. Based upon the results, some pedagogical implications and policy suggestions were discussed for expanding online English speaking performance assessment.
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모의 수능 영어시험의 지시문, 질문, 선택지 언어 차이가 수험생들의 시험 결과에 미치는 영향
윤지환(Yun, Jee Hwan),이문복(Lee, Moonbok),박용효(Park, Yong-Hyo) 한국응용언어학회 2012 응용 언어학 Vol.28 No.1
The primary purpose of this study was to investigate the influence of the language (i.e., Korean vs. English) of directions, questions, and choices used in an English test in the College Scholastic Ability Test (CSAT) on student test results. In addition, this study also examined how the influence of the language used varied according to a student’s achievement level, school region, and gender. In order to achieve these purposes, this study analyzed the English test results of 641 second-grade high school students from eight high schools from seven different regions. The overall results of this study indicate that the language of directions, questions, and choices in the English test had a significant influence on the students’ reading comprehension test scores, but not on their listening comprehension test scores. More specifically, students who took the English test with directions, questions, and choices written in Korean obtained higher scores on the reading comprehension test than those who took the English test in which the directions, questions, and choices were written in English. Based on these findings, educational implications are discussed.
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인터넷 기반 영어 말하기 수행평가 지원 시스템 고등학교 적용 사례 연구
김소연 ( Kim Soyeon ),윤지환 ( Yun Jeehwan ),이문복 ( Lee Moonbok ) 글로벌영어교육학회(구 호남영어교육학회) 2017 Studies in English education Vol.22 No.3
This study aims to develop an Internet-based English speaking performance assessment support system (ESPASS) and to apply ESPASS into high schools in order to investigate its applicability and usefulness. Eleven high schools participated in an application of ESPASS during one semester. Four best practices in the use of ESPASS from the four schools were selected and presented at an English speaking performance assessment workshop for English teachers. A post workshop survey on its utility and applicability was conducted with 80 English teachers who attended the workshop. The results indicated that the teachers and the students were satisfied with its convenience and usefulness. Especially, the teachers expressed high satisfaction with ESPASS. Based upon the findings, pedagogical implications and policy suggestions were addressed for expanding ESPASS into more high schools.
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임찬빈(Imm, Chanbinn),장경숙(Chang, Kyungsuk),이문복(Lee, Moonbok),이혜원(Lee, Hyewon) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.1
The aim of the present research is to develop a tool for evaluating teaching English in English(TEE) with emphasis on primary teachers’ professional development. The review of the relevant literature shows that teacher evaluation results should be fed back into teaching to improve effectiveness, and that assessor training should be provided to get valid and reliable feedback for improving teaching. A questionnaire survey was conducted to find out how primary English teachers perceive 55 performance criteria from the analysis of the existing evaluation tools. The analysis of the responses by 534 teachers revealed that the teachers perceived 51 items out of 55 criteria to be significant in evaluating TEE at the primary. Based on the survey findings, the first draft of TEE evaluation tool was made and applied to 8 schools in different districts. 64 English classes were observed and assessed by using the first draft tool, followed by in-depth interviews with teachers and assessors. The results of the application and interviews were fed back into revising the draft tool. Revision was made at the levels of performance criteria, scales and weight. The revised tool was applied to evaluate the selected 10 TEE primary classes by 13 assessors and its reliability and practicality was tested. Implications and suggestions were drawn for dissemination, further research, teacher education and policy-making.
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