대학수학능력시험 영어 응시생의 시험치기 전략 사용 실태

Test-taking strategy use of CSAT takers in English part

This article investigates the test-taking strategy use by high school third graders and CSAT (College Scholastic Aptitude Test) retakers. The study employed the following quantitative data analyses. One hundred third-grade high school students and sixty-four CSAT retakers in Jeonju participated in a survey asking about their test-taking strategy use. Their English reading comprehension test scores for the National CSAT mock test, taken in March, 2019, were also collected. The strategy checklist used in this survey was adapted from the Multiple-Choice Strategy Checklist (Anderson et al., 1991) and Cognitive and Metacognitive Questionnaire (Phaiti, 2003). The findings of this study are as follows: First, out of the 35 strategies in the strategy checklist, 23 got a mean score above 3.00, which means that the participants used the test-taking strategies quite frequently. Second, the higher-proficiency learners used more strategies overall than the lower-proficiency learners. Since there is a significant correlation between the test-taking strategies and the English reading comprehension score of the CSAT, further research must be taken and deployed to encourage students to use the test-taking strategies.