초록 열기/닫기 버튼
The primary purpose of this study was to investigate the influence of the language (i.e., Korean vs. English) of directions, questions, and choices used in an English test in the College Scholastic Ability Test (CSAT) on student test results. In addition, this study also examined how the influence of the language used varied according to a student’s achievement level, school region, and gender. In order to achieve these purposes, this study analyzed the English test results of 641 second-grade high school students from eight high schools from seven different regions. The overall results of this study indicate that the language of directions, questions, and choices in the English test had a significant influence on the students’ reading comprehension test scores, but not on their listening comprehension test scores. More specifically, students who took the English test with directions, questions, and choices written in Korean obtained higher scores on the reading comprehension test than those who took the English test in which the directions, questions, and choices were written in English. Based on these findings, educational implications are discussed.
키워드열기/닫기 버튼
English test in the CSAT, effects of the language of directions, questions, and choices, English assessment, achivement level, policy for the English test in the CSAT in 2014
