전국 중·고등학교 영어듣기평가 시행에 대한 학교 현장의 인식과 실태
Investigating stakeholders’ perceptions on the administration of the National English Listening Test
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This paper explores how students and teachers in secondary schools in Korea perceive the National English Listening Test (NELT), which is administered twice a year nationally. A total of 263 students and 537 teachers participated in a survey, and the responses were analyzed to examine the degree to which perceptions might vary by the level (middle and high school), and size (small-medium-large) of the schools. The findings showed that most stakeholders generally have positive perceptions towards the NELT, but teachers and students have slightly different preferences toward a few elements of the test item and listening prompts. It was also found that most schools administer the test simultaneously and include the results as part of the students’ English performance scores. However, high schools and larger sized schools tend to rely less on this test compared to middle schools and smaller sized schools. This paper concludes by asserting the need for policy reforms to compensate for the drawbacks of the NELT in terms of test development and administration.
Abstract
This paper explores how students and teachers in secondary schools in Korea perceive the National English Listening Test (NELT), which is administered twice a year nationally. A total of 263 students and 537 teachers participated in a survey, and the responses were analyzed to examine the degree to which perceptions might vary by the level (middle and high school), and size (small-medium-large) of the schools. The findings showed that most stakeholders generally have positive perceptions towards the NELT, but teachers and students have slightly different preferences toward a few elements of the test item and listening prompts. It was also found that most schools administer the test simultaneously and include the results as part of the students’ English performance scores. However, high schools and larger sized schools tend to rely less on this test compared to middle schools and smaller sized schools. This paper concludes by asserting the need for policy reforms to compensate for the drawbacks of the NELT in terms of test development and administration.
참고문헌 (21)
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