A Case Study of the Use of an In-house Oral Exam in a University English Program
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Evaluating nonnative English-speakers' English speaking ability has steadily been emphasized over the past two decades in the undergraduate English programs at Korean universities. However, there is insufficient information about how classroom-based oral exams are conducted at college level. In this study, an in-house English oral exam was used to measure students' English speaking abilities. This study examined if the evaluations of an in-house oral exam differ among teachers, and whether the oral exam measures the level of achievement of students' English speaking abilities adequately. Additionally, this study investigated how the students perceived the classroom-based oral exam. The data used included both pre-and post- test results of oral exams and survey questionnaires collected from the students. The results showed that there was no significant mean difference among teachers, which indicates teachers scored with consistency, and the students made statistically significant progress in their speaking abilities. However, the results revealed that the students did not fully master the target course objectives. Based on the findings, theoretical and practical implications are discussed.
Abstract
Evaluating nonnative English-speakers' English speaking ability has steadily been emphasized over the past two decades in the undergraduate English programs at Korean universities. However, there is insufficient information about how classroom-based oral exams are conducted at college level. In this study, an in-house English oral exam was used to measure students' English speaking abilities. This study examined if the evaluations of an in-house oral exam differ among teachers, and whether the oral exam measures the level of achievement of students' English speaking abilities adequately. Additionally, this study investigated how the students perceived the classroom-based oral exam. The data used included both pre-and post- test results of oral exams and survey questionnaires collected from the students. The results showed that there was no significant mean difference among teachers, which indicates teachers scored with consistency, and the students made statistically significant progress in their speaking abilities. However, the results revealed that the students did not fully master the target course objectives. Based on the findings, theoretical and practical implications are discussed.
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