Developing an English Speaking Placement Test for Low-level College Students
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초록
The purpose of the study was to investigate the effectiveness of the Novice Speakers' English Language Test (NSELT) as a placement test in order to place low-level Korean college students into required general English courses at a university. The study also investigated the appropriateness of the current placement method of using the students' English grades on the College Scholastic Aptitude Test (CSAT) and high school English records (HSER). The data from 133 first year students’ CSAT and HSER grades were analyzed and the placement results were compared with their satisfaction surveys and English grades. The next semester, native English instructors’ decisions were used for the placement compared with the students’ English grades as well as their satisfaction survey results. Finally, the NSELT, a face-to-face interview form, was developed based on a needs analysis survey with 133 students. 72 of them took the test. The results indicated that the first placement method was inappropriate and the native instructors’ decisions were highly correlated with the NSELT scores. The students were highly satisfied with the test delivery form and results of the new speaking test. Finally, the effectiveness of the NSELT as a placement test was discussed and implications were suggested.
Abstract
The purpose of the study was to investigate the effectiveness of the Novice Speakers' English Language Test (NSELT) as a placement test in order to place low-level Korean college students into required general English courses at a university. The study also investigated the appropriateness of the current placement method of using the students' English grades on the College Scholastic Aptitude Test (CSAT) and high school English records (HSER). The data from 133 first year students’ CSAT and HSER grades were analyzed and the placement results were compared with their satisfaction surveys and English grades. The next semester, native English instructors’ decisions were used for the placement compared with the students’ English grades as well as their satisfaction survey results. Finally, the NSELT, a face-to-face interview form, was developed based on a needs analysis survey with 133 students. 72 of them took the test. The results indicated that the first placement method was inappropriate and the native instructors’ decisions were highly correlated with the NSELT scores. The students were highly satisfied with the test delivery form and results of the new speaking test. Finally, the effectiveness of the NSELT as a placement test was discussed and implications were suggested.
참고문헌 (13)
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