중1 자유학기제 영어 듣기 및 말하기 수행평가 모델로서 Listening Cloze와 Read Aloud 효과 분석

An analysis on validation of listening cloze and readaloud as alternative listening and speaking performance tests for the first-year middle school students under free-Learning semester

The purpose of this study is to examine the validity of a listening cloze and a speaking read-aloud task as an alternative English performance task appropriate for Free-Learning Semester, compared to the traditional multiple-choice listening and oral presentation speaking task. The subjects are 100 first-year Korean middle school students and the results were analyzed in both quantitative and qualitative manners through SPSS 12.0. The results show that the cloze test has higher validity, reliability, and practicality than the traditional multiple-choice test. Similarly, the read-aloud test demonstrates higher validity, reliability, and practicality than the traditional speaking task. Moreover, the alternative tasks reveal high correlation with each other and the results illustrate high correlation with overall English proficiency of the participants measured by regular English exams. Also, the analyses of frequent errors, student surveys, and teacher interviews were held. This research suggests such pedagogical implications as the importance of developing new alternative tasks to cater to various learners’ needs, setting the suitable construct to be measured for Free-Learning Semester, detailed and explicit scoring criteria with meaningful feedback to be presented as indices for learners to notice their weaknesses and strengths, and the wash-back effects of the valid and reliable alternative tasks to be considered as another opportunity for learning and teaching to advance to the next phase of English proficiency.