An Exploratory Study on an English Diagnostic Test of Speaking and Writing Skills for Korean College Freshmen
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The current study of a diagnostic test administered at a local university in Korea aims to see if it functions well to measure students’ productive English skills and to provide practical information to use the test as a valid instrument for placing students into leveled English classes. With these aims, this study analyzed the internal structure of the test and the optimal number of groups clustered by the test scores. Further, the relationship between the speaking and writing performance of Korean college students was investigated. The examinees of the diagnostic test of writing and speaking skills were 3,542 incoming college freshmen. An analysis of the test results showed that the current test was structured with two distinct constructs: writing and speaking skills. Further, two-step cluster analysis revealed that the students were classified into four groups on the basis of their speaking and writing performances. The entire group of students showed a moderate correlation between speaking and writing performance, though the four subgroups from the cluster analysis showed very weak to insignificant correlations. These low correlations were also observed in the four groups divided according to students' speaking or writing performance.
Abstract
The current study of a diagnostic test administered at a local university in Korea aims to see if it functions well to measure students’ productive English skills and to provide practical information to use the test as a valid instrument for placing students into leveled English classes. With these aims, this study analyzed the internal structure of the test and the optimal number of groups clustered by the test scores. Further, the relationship between the speaking and writing performance of Korean college students was investigated. The examinees of the diagnostic test of writing and speaking skills were 3,542 incoming college freshmen. An analysis of the test results showed that the current test was structured with two distinct constructs: writing and speaking skills. Further, two-step cluster analysis revealed that the students were classified into four groups on the basis of their speaking and writing performances. The entire group of students showed a moderate correlation between speaking and writing performance, though the four subgroups from the cluster analysis showed very weak to insignificant correlations. These low correlations were also observed in the four groups divided according to students' speaking or writing performance.
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