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English Language Assessment Vol.19 No.2.jpg
KCI등재 학술저널

과업 유형과 평가 방식이 초급 대학생의 영어 말하기 점수에 미치는 영향

The Impact of Task Types and Assessment Methods on English Speaking Scores of Low-level College Students

DOI : 10.37244/ela.2024.19.2.151
  • 2

This study analyzed the impact of task types and assessment methods on English speaking scores of low-level college students. The study involved 24 first-year art students who participated in two English speaking assessments: one using a semi- direct method and the other using a direct method. The study investigated how task type influences speaking scores, the correlation between students’ speaking performance and their self-assessments, and how the different assessment methods impact students' speaking abilities. The results showed that reading aloud was perceived as the easiest task, while picture description and open-ended questions were considered more difficult. Additionally, students scored higher in the semi-direct assessment method compared to the direct method, particularly in fluency and language use, suggesting that semi-direct methods reduce test anxiety and allow for more natural speaking performance. These findings highlight the importance of selecting appropriate tasks and assessment methods for accurately evaluating low- level college students’ English-speaking abilities. Future research should use larger sample sizes, investigate affective factors like anxiety, and expand studies on large-scale testing environments to improve speaking assessments' reliability and validity.

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 결과

Ⅴ. 결론 및 제언

참고문헌

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