컴퓨터기반 영어 읽기 시험에 대한 수험생 인식
Test takers’ perceptions on a CBT English reading test
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참고문헌
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초록
This study explored how test-takers perceive computer-based test (CBT) features in a CBT reading test. This study collected research data from 5,391 high school students who took National English Ability Test (NEAT). This study employed both quantitative and qualitative research methods; meaning that the research data includes students’ survey responses as well as interviews with 27 students among them. First, a survey was conducted to find out the perceptions on the usefulness of the CBT features in the reading test. The survey data was statistically analyzed in terms of gender, region, test levels (Level 2 & Level 3), and grade. Second, the semi-structured interviews were conducted to collect more in-depth data on how the CBT features affect students’ performance in the reading test. The findings from these triangulated data suggest that the students had positive responses to the usefulness of most of the features in the CBT reading test. However, the findings also suggest that some CBT features need to be revised to attain the level of flexibility that is provided by a paper-based reading test. The findings are discussed and implications for pedagogy are suggested.
Abstract
This study explored how test-takers perceive computer-based test (CBT) features in a CBT reading test. This study collected research data from 5,391 high school students who took National English Ability Test (NEAT). This study employed both quantitative and qualitative research methods; meaning that the research data includes students’ survey responses as well as interviews with 27 students among them. First, a survey was conducted to find out the perceptions on the usefulness of the CBT features in the reading test. The survey data was statistically analyzed in terms of gender, region, test levels (Level 2 & Level 3), and grade. Second, the semi-structured interviews were conducted to collect more in-depth data on how the CBT features affect students’ performance in the reading test. The findings from these triangulated data suggest that the students had positive responses to the usefulness of most of the features in the CBT reading test. However, the findings also suggest that some CBT features need to be revised to attain the level of flexibility that is provided by a paper-based reading test. The findings are discussed and implications for pedagogy are suggested.
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