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

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.