S-Space College of Education (사범대학) Foreign Language Education Research Institute (외국어교육연구소) 외국어교육연구 (Foreign Language Education Research, FLER) 외국어교육연구 (Foreign Language Education Research) vol.13 (2010)
국가영어능력시험 영어 말하기/쓰기 평가 시행에 대한 교사들의 인식과 심리적 부담 : The teachers perceptions and psychological burdens involved in the implementiion of the speaking/writing tests of the National English Ability Test
- Issue Date
- 서울대학교 외국어교육연구소
- 외국어교육연구, Vol.13, pp. 64-88
- the National English Ability Test ; speaking test ; writing test ; teachers' perceptions ; teachers' psychological burdens
- This study investigates secondary school English teachers perceptions and psychological burdens involved in the implementation of the speaking and writing tests of the National English Ability Test, which is being developed by the Korean Ministry of Education, Science and Technology. The study surveyed 138 secondary school English teachers in Seoul. Although more than half of the teachers were aware of the new test, 18% of the surveyed teachers were not aware of the fact that speaking and writing skills would be assessed in the new test. Also, 22.7% of the teachers were opposed to the productive skills test. More than half (56.2%) of the teachers felt some psychological burdens toward the inclusion of the speaking/writing tests. Although the teachers admitted that serving as raters for the new test would help improve their teaching, the majority of them were reluctant to participate in the actual rating process. The teachers felt that the difficulty of subjective rating and the lack of time for the speaking and writing tests were serious problems in implementing the new test. The teachers were sensitive toward the students test anxiety. They also indicated that they feel a strong psychological burden when making judgments on the students' performances. Implications and suggestions are made based on the findings.
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