과업유형별 난이도가 한국인 시험자의 CBT 영어 말하기 점수에 미치는 영향
The effect of task types and difficulty on Korean college students' CBT speaking test scores
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초록
Test takers’ scores of a computer based English speaking test are affected by task types and difficulty factors (Brindley & Slatyer, 2002) and yet there is little literature on the relationship between them. This study investigated the effect of task types and difficulty on test takers’ speaking performance, as well as on their perceptions of the speaking test’s task difficulty and task types. For the purpose of the study, 78 university students were given an English speaking test, immediately after which they completed a survey. Based on Skehan and Foster (1997), four task types were proposed: read-aloud, personal, description, and decision-making tasks. The results showed that mean differences among all tasks were significantly different with the exception of the mean difference between read aloud and personal tasks. Secondly, students’ perceptions of task difficulty indicated that the read aloud task was easiest, while the describing task was perceived as most difficult. However, the correlation coefficients between test takers’ speaking test scores and their score expectations indicated a low to moderate relationship. Some suggestions are discussed in terms of task types and speaking performance.
Abstract
Test takers’ scores of a computer based English speaking test are affected by task types and difficulty factors (Brindley & Slatyer, 2002) and yet there is little literature on the relationship between them. This study investigated the effect of task types and difficulty on test takers’ speaking performance, as well as on their perceptions of the speaking test’s task difficulty and task types. For the purpose of the study, 78 university students were given an English speaking test, immediately after which they completed a survey. Based on Skehan and Foster (1997), four task types were proposed: read-aloud, personal, description, and decision-making tasks. The results showed that mean differences among all tasks were significantly different with the exception of the mean difference between read aloud and personal tasks. Secondly, students’ perceptions of task difficulty indicated that the read aloud task was easiest, while the describing task was perceived as most difficult. However, the correlation coefficients between test takers’ speaking test scores and their score expectations indicated a low to moderate relationship. Some suggestions are discussed in terms of task types and speaking performance.
참고문헌 (25)
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