Sanggeun Shin

This paper describes two studies that examined the awareness of pre-service English teachers regarding issues of digital literacy, fair use of digital materials, and e-safety. The participants in Study One designed reading and listening lessons utilizing online materials and then evaluated their lessons in terms of digital literacy and fair use. The participants in Study Two designed writing lessons based on social network services or online environments and evaluated the resulting lessons in te

The purpose of this study was to critically examine the absolute grading system applied to the English section of South Korea’s College Scholastic Ability Test (CSAT), in a departure from a relative grading system, for the first time in 2017. English language instructors as well as English education researchers have somewhat differing understandings of the concept of absolute evaluation/grading. This paper investigated the nature of absolute evaluation/grading as presented in theses and academic

This paper describes two studies that examined the awareness of pre-service English teachers regarding issues of digital literacy, fair use of digital materials, and e-safety.The participants in Study One designed reading and listening lessons utilizing online materials and then evaluated their lessons in terms of digital literacy and fair use.The participants in Study Two designed writing lessons based on social network services or online environments and evaluated the resulting lessons in term

The purpose of this study was to investigate to what extent Korean college students can acquire vocabulary from reading course materials. The participants were 32 college students who enrolled in a TEFL methodology course. A vocabulary test was administered at the beginning and the end of the course, and the results showed that the participants were able to recognize meanings of an average of 3.6 new words, suggesting that small but significant amounts of incidental vocabulary learning can occur

This paper investigates the effects of time constraints on writing performance of Korean college students by comparing the overall quality of two types of writing samples—the term paper with a 5-week time allowance and the in-class timed essay with 30-minute time constraints. Thirty-nine college students majoring in English language education participated in the study, and their compositions were compared in terms of 5 criteria. To ensure the compatibility of the two different types of tasks, tw

The present study examined the construct validity of emphasis items in the listening section of Michigan English Language Assessment Battery by assessing the extent to which relevant factors were responsible for test takers’ performance on the items. Three relevant variables were identified, and the item difficulties were regressed on these variables. The results showed that prosodic prominence was the only significant predictor of item difficulty, thereby supporting the interpretation that thes

This chapter outlines the various English teacher education policies and the corresponding measures introduced by the South Korean government to emphasize the importance of English to its national competitiveness. It points out that, despite these policies and measures, English teaching in schools has not significantly improved. It observes that in contrast to official rhetoric ostensibly supporting varieties of English, even teachers who speak fluent English set native-speaker English, especial

The purpose of this study was to examine the effects of repetition of input materials and proficiency levels on students’ performance on a web-based listening test. A recurring debate in listening assessment is whether listening input should be played once or twice, and persuasive construct arguments can be made on both sides of the approach. Prior research has focused on materials that people can listen to once and thus failed to consider materials that can be heard more than once in target dom

English education in Korea started in 1883 at its first government-established English school, Dongmunhak. Korea’s national-level English curriculum, however, was not issued until 1946. The purposes of this study were to briefly review the changes that have occurred to the English curriculum, which has been amended a total of 11 times, from the initial 1946 syllabus-type version to the amended 2015 English curriculum, and to conduct detailed review of the 2015 curriculum, the latest version as o

본 연구의 목적은 채점자 훈련을 받은 비원어민 채점자가 원어민 채점자 수준으로 채점할 수 있는지 알아보는데 있다. 영어를 외국어로 학습하는 우리나라에서는 원어민 채점자 확보가 어렵고 학교 현장에서는 비원어민 영어 교사가 채점을 담당할 수밖에 없기 때문에 비원어민 채점 능력은 수행평가 정착에 결정적인 요소이다. 비원어민 채점자와 원어민 채점자의 채점 결과를 분석한 기존의 연구가 채점자 훈련을 제대로 받지 못한 비원어민 채점자를 대상으로 이루어진 한계를 극복하기 위하여 본 연구에서는 영어 원어민 대학생 10명과 상위 수준의 비원어민 대학생 10명이 작성한 논설문과 그래프 묘사 작문을 채점 경험이 풍부한 12명의 비원어민 채점자와 3명의 원어민 채점자가 채점하였다. 이들의 채점 결과를 다국면 Rasch모형으로 분석한 결과 채점자 사이에 엄격성에 큰 차이가 나지 않았고 편향도 없는 것으로 나나타났다. 다국면 일반화가능도 분석을 실시해 본 결과 채점자간 일치도가 매우 높고 측정 목표가 대부분

This paper overviews English language assessment-related articles published in English Teaching from 1965 to 2015. One hundred thirty-eight articles are chosen for analysis, and the discernible trends epitomizing a specific era are traced. The results show articles concerning item analysis and improvement oftesting methods constituted a major portion of the periodical in the early days. The number of the assessmentrelated articles began to soar from the late 1980s, and recently a major focus see

컴퓨터 기반 읽기 평가의 타당도를 연구한 선행 연구에서 많은 수험자들이 지면과는 달리 컴퓨터 화면에 글자를 쓰거나 표시를 하는 등의 마킹 전략을 사용하지 못하는 불편함 때문에 점수가 낮아졌다고 인식하는 것으로 보고되고 있다. 이는 수험자의 언어 능력이 아닌 평가가 실시되는 방식이 평가 결과에 결과를 미칠 가능성을 시사하므로 컴퓨터기반 평가의 구인 타당도를 확보하기 위해서는 마킹 전략의 사용 여부가 평가 결과에 미치는 영향에 대한 연구가 필요하다. 컴퓨터와는 달리 테블릿의 경우 디지털 잉크 기능을 활용하여 밑줄을 긋거나 표시를 하는 디지털 펜 기능을 제공할 수 있기 때문에 본 연구에서는 마킹 전략이 가능한 테블릿기반 읽기 시험을 개발하여 마킹 기능 제시 여부가 평가 결과와 수험자의 인식에 미치는 영향을 분석하였다. 지필 평가 상황에서 수험자가 마킹 하는 정도를 알아보기 위해 사전 검사로 실시한 지필검사에 수험자가 사용한 마킹의 정도를 분석한 결과 전체 시험의 20%정도 마킹한 것으로

The purpose of this study was to determine whether three standard-setting methods would produce sufficiently consistent results for placement decisions. The cut scores were derived from modified Angoff method, borderline group method, and cluster analysis. The results indicate that the cut scores derived from the three standard setting methods did not entirely agree with each other in assigning students into different levels, suggesting that the choice of standard setting method influenced the r