PISA FLA의 말하기 영역 분석을 통한 청소년 학습자 말하기 능력 평가의 방향성 연구

Exploring Directions for Assessing Speaking Proficiency of Adolescent Learners through an Analysis of the PISA FLA Speaking Component.

This study examines the speaking component of the Foreign Language Assessment (FLA), first introduced in PISA 2025, to explore how its design can inform the development of Korean speaking proficiency assessments for adolescent learners. Current Korean language assessments, such as TOPIK, primarily target adult learners and fail to consider the cognitive and emotional characteristics of adolescents, particularly those from multicultural backgrounds. The study analyzes PISA FLA’s speaking assessment in terms of task goals, formats, and evaluation methods, and compares them with existing TOPIK tasks. Four key aspects were examined: task complexity, level of response control, sub-task presentation structure, and age appropriateness of topics. Findings show that PISA FLA adopts a flexible approach by adjusting task difficulty and response-control levels to accommodate diverse proficiency levels. Step-by-step task presentation reduces cognitive load, and topics aligned with adolescents’ real-life contexts enhance engagement and authentic language use. Moreover, a combination of information-transmission and transformation tasks allows for a more comprehensive evaluation of speaking ability. The study concludes that future Korean speaking assessments for adolescents should incorporate these features and suggests PISA FLA as a strong international benchmark. Further research is needed to validate the effectiveness of FLA-inspired tasks with real learners.