초록 열기/닫기 버튼
This study aims at investigating the perceptional differences on effectiveness and impracticability of speaking performance assessment between English teachers who implement it and those who do not, as well as those between English teachers in middle and high schools. The present study surveyed 466 English teachers(175 in middle and 291 in high school) from 5 different districts. To identify the two research questions, the results were compared and analyzed by T-test. The findings of the study indicate that English teachers who do not carry out speaking performance assessment generally had stronger perception in effectiveness and impracticability than those who carry out it. For the effectiveness of speaking performance assessment between middle and high school English teachers, middle school English teachers who implement it showed higher belief in one item of effectiveness, while high school English teachers who do not implement it showed higher belief in one item of effectiveness. Compared in terms of impracticability, high school English teachers executing speaking performance assessment perceived more difficulties than their counterparts did. Between middle and high school English teachers not executing speaking performance assessment, however, was no significant difference found in its impracticability.
