The Washback Effects of English Listening Test in Korean CSAT on Secondary School English Learning and Teaching
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초록
The Linguistic Association of Korea Journal, 16(3), 143-162. This study investigated washback effects of English listening test in Korean CSAT on English teaching and learning in Korean EFL secondary schools. The following research questions were raised for this study. 1) What are the CSAT English listening test's characteristics? 2) What are the teachers' perceptions about the CSAT listening test and its effects on English teaching and learning? 3) What are the influences of the CSAT listening test on the English teaching and learning practices in secondary English classrooms? To answer the research question 1, the test items conducted over 13 years from 1994 to 2006 were collected and analyzed in terms of 5 categories such as language functions, topic, situation, text type, and factual/inferential understanding. For the research question 2, questionnaires were administered to 385 high school teachers and interviews were conducted to 38 high school teachers. For the research question 3, the data were obtained through a total of 8 class observations. The results earned from the analysis of the collected data indicated that the CSAT English listening test had effects on teaching contents, activities and materials in secondary classrooms.
Abstract
The Linguistic Association of Korea Journal, 16(3), 143-162. This study investigated washback effects of English listening test in Korean CSAT on English teaching and learning in Korean EFL secondary schools. The following research questions were raised for this study. 1) What are the CSAT English listening test's characteristics? 2) What are the teachers' perceptions about the CSAT listening test and its effects on English teaching and learning? 3) What are the influences of the CSAT listening test on the English teaching and learning practices in secondary English classrooms? To answer the research question 1, the test items conducted over 13 years from 1994 to 2006 were collected and analyzed in terms of 5 categories such as language functions, topic, situation, text type, and factual/inferential understanding. For the research question 2, questionnaires were administered to 385 high school teachers and interviews were conducted to 38 high school teachers. For the research question 3, the data were obtained through a total of 8 class observations. The results earned from the analysis of the collected data indicated that the CSAT English listening test had effects on teaching contents, activities and materials in secondary classrooms.
참고문헌 (25)
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