Can a summary task be valid writing assessment for lessproficient EFL Students?
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In recent times, integrated reading/writing tasks including summarization have rigorously been incorporated into high-stakes proficiency tests, i.e., iBT TOEFL,TOEIC, TEPS. The present study investigated whether or not summary tasks reflect writing ability rather than reading comprehension of Korean EFL learners with an aim to validate summary tasks as a measure of writing ability and to seek diverse composition tasks more appropriate for EFL learners with low proficiency. A multiplechoice reading comprehension task and an essay task were adopted to assess their reading and writing competence respectively since they are the most common type of assessment. The scores of the three tasks: summary, reading comprehension, and essay were obtained by 50 college students and analyzed through Pearson correlation. The results demonstrated the scores of the summary task are significantly correlated with those of the essay task, while they are little correlated with those of the reading comprehension. Another finding is the degree of relationship between the summary scores and the essay scores is greater within the less proficient group than within the more proficient group. It is concluded that a summary task is valid as a measure of writing competence, particularly for test-takers with low proficiency.
Abstract
In recent times, integrated reading/writing tasks including summarization have rigorously been incorporated into high-stakes proficiency tests, i.e., iBT TOEFL,TOEIC, TEPS. The present study investigated whether or not summary tasks reflect writing ability rather than reading comprehension of Korean EFL learners with an aim to validate summary tasks as a measure of writing ability and to seek diverse composition tasks more appropriate for EFL learners with low proficiency. A multiplechoice reading comprehension task and an essay task were adopted to assess their reading and writing competence respectively since they are the most common type of assessment. The scores of the three tasks: summary, reading comprehension, and essay were obtained by 50 college students and analyzed through Pearson correlation. The results demonstrated the scores of the summary task are significantly correlated with those of the essay task, while they are little correlated with those of the reading comprehension. Another finding is the degree of relationship between the summary scores and the essay scores is greater within the less proficient group than within the more proficient group. It is concluded that a summary task is valid as a measure of writing competence, particularly for test-takers with low proficiency.
참고문헌 (45)
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