중학교 영어 서∙논술형 교수학습∙평가 연계를 위한 프로토타입 개발

주헌우 한국영어평가학회 2021 영어평가 Vol.16 No.2

The present study was aimed to develop a prototype for aligning learning and teaching with assessment on sentence-to-essay writing for middle school. In order to serve the purpose of the research, a test specification, firstly, was built based on the 2015 revised national curriculum of English, which was followed by the development of a lesson and assessment plan as well as learning and teaching materials. Then test items and exemplary answers were created for word-, sentence-, paragraph-, and short essay-level writing assessment. In addition, a scoring rubric and a prospective of providing feedback were designed and developed by benchmarking domestic and international English writing assessments. It should be well worth suggesting the followings in order to activate classroom learning and teaching and assessment for sentence-to-essay writing. Firstly, it is high time to build and provide an online English writing assessment support system to schools in order to elevate the efficiency of administration of assessment and maximize effectiveness of self-learning. Secondly, it is also recommended to open a teacher website where teachers can share and learn from know-how and experiences of learning and teaching and assessment on English writing.

Investigating Korean High School Students’Receptive Vocabulary Knowledge and Reading Speed

주헌우 한국중등영어교육학회 2014 중등영어교육 Vol.7 No.3

The present research was to investigate whether Korean high schoolstudents have an adequate receptive knowledge of the 2,000 mostfrequently used words of English, and to see how fast Korean high schoolstudents read English texts with appropriate reading comprehension. Boththe Korean high school students belonging to the 11th grade and the 12thgrade got correct less than 80% of the items in a 2,000 most frequentEnglish vocabulary test and thus failed to acquire an adequate receptivevocabulary knowledge (around 90%). In addition, Korean high schoolstudents reading 160 words per minute (160 wpm) read much more slowlythan learners of ESL students or native speakers of English reading250-300 wpm. Results indicated that learning and teaching programs forvocabulary and reading fast are needed in school. These findings willcontribute to leading researchers and practitioners to make concertedefforts to better design and actively implement sound education programsfor English vocabulary and reading best fit in the Korean EFL context.

An Investigation of the Effect of Self-correction on Error and Syntactic Complexity of Korean Adults' English Writing

주헌우 한국영어평가학회 2020 영어평가 Vol.15 No.2

The present study was designed and conducted for the purpose of investigating the effect of self-correction on Korean adults’ writing in terms of error and syntactic complexity. Data analyses showed that there was statistically significant difference between the total numbers of the errors from the pretest and the posttest. Furthermore, all the error types present in Korean adults’ essays witnessed a reduction after fourteen weeks of self-correction. In addition, it should be worth the effort to note that the most frequent error type, Awkward expression accounted for more than half of a total number of errors. Unlike the positive role of self-correction on writing, there was no significant effect of self-correction on syntactic complexity. As a result, error analysis needs to be practiced in the classroom for comprehending error types which students make and designing teaching materials for strategies of having their pupils reduce errors in writing. Furthermore, it is highly recommended that learning and teaching of sentence-level writing along with grammar be reinforced in the classroom since without these students are prone to failing to improve the quality of their English writing.

국가수준 학업성취도 평가 2019년~2021년 고등학교 영어과 인지적∙정의적 특성 변화 추이 분석

주헌우(Hunwoo Joo) 한국영어평가학회 2022 영어평가 Vol.17 No.2

The present study was designed to look into the tendency of the educational achievements and the affective features of Korean high school students on the English language from 2019 to 2021 under the revised 2015 national curriculum. In order to serve the purpose of the current research, student performance was analyzed based on the four performance levels of the four language skills and on such competencies as English communication and knowledge-information processing skills. The results showed that the performance of the students in the top two achievement levels especially on the speaking skill had fallen as far as over fifteen percentage points from 2019 to 2021. In addition, concerning the perceptions on the English language, the participating students tended to have thirty to forty percentage points less self-efficacy and interest than value and learning motivation. In sum, a wide variety of supporting policies need to be developed in order to make up for the lowered English speaking skills and to help those in lower achievement levels improve their English language ability as well as increase their self-efficacy and interest in English.

중고등학생 영어듣기능력평가를 활용한 고등학교 영어 교수학습 프로토타입 개발

조보경,주헌우 한국영어평가학회 2023 영어평가 Vol.18 No.1

The present study aimed to develop a prototype for applying the Nationwide English Listening Test for Secondary School Students for high school English classes. In order to serve the purpose of the research, a lesson plan was developed as an example of pedagogical use of the test by making a draft in collaboration with English teachers. Subsequently, the content and structure of the draft went through an examination of English education experts for improvement and was modified by referring to their review. The following study should be well worth the effort to suggest possible improvements in order to activate the pedagogical use of the test in the classroom. Firstly, it is necessary to develop and provide an online English teaching and learning support system to schools because the usefulness of the prototype can be maximized if students are allowed opportunities to ubiquitously prepare or review for English lessons on computers or digital devices. Secondly, it is also recommended to disseminate exemplary cases of utilizing the test for pedagogical purposes in school, for example, by holding English class demonstration contests or running model schools.

Evaluation of in-service English teacher training program for testing professionalism

장경숙,주헌우,민시은 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.1

The present study was conducted to evaluate an intensive teacher training program for English language testing professionalism and draw implications for quality control. As part of the English educational reform process, a new national-level new English testing system has been developed to assess students’ four skills. Prior to the introduction of the innovative English test system to schools, in-service teacher training program was designed to support teachers for their English testing professionalism. The training course aims to provide teachers with the principles, methods and content of the new test, and to help teachers appropriately prepare their students for the newly introduced test. The training program has the underlying principle of experiential learning. 141 secondary school teacher trainees took part in the questionnaire survey for the program evaluation. The analysis of the responses shows that professional knowledge on testing has improved after the training compared with before the training. It is also revealed that the trainees were satisfied with the effectiveness of experiential learning mode on enhancing their professionalism. The findings suggest that experiential learning is a viable approach to raising trainees’ awareness of the new testing system and enhancing professional knowledge on testing. Some implications are drawn for English teacher professional development and trainer training.

ChatGPT의 영어 문법성 판단에 근거한 타당성 검증

이명원(Myungwon Yi),주헌우(Hunwoo Joo),최희(Hee Choi),최인철(Inn-Chull Choi) 한국영어평가학회 2023 영어평가 Vol.18 No.2

The present study is aimed at validating the efficacy of ChatGPT based on its explanations of grammatical concepts. Given the fact that more and more English teachers refer to ChatGPT for the purpose of judging grammaticality, this study attempts to probe the potentials and challenges of ChatGPT for English education and assessment. ChatGPT’s explanations of 140 paired sentences from 11 grammatical categories including sentence types, verbs, verbals, passive voice, subjunctive mood, relatives, special structures, conjunctions, nouns-articles, adjectives-adverbs, and prepositions were collected and examined to identify the extent to which the information was valid. The results were then compared against such authoritative corpus resources as the Corpus of Contemporary American English (COCA) and Google Books Ngram Viewer (GBNV). The results revealed the average accuracy of the explanations provided by ChatGPT was approximately 73%. While some grammatical explanations of ChatGPT were accurate, 27% of explanations included misleading or even self-contradictory information. According to the survey, the majority of teachers think somewhat favorably of ChatGPT’s potential for teaching and testing, but they are aware of its inherent inaccurate information. Overall, the findings suggest that even ChatGPT’s state-of-the-art technology has yet to meet the adequacy of grammaticality for teaching and testing and that it be supplemented by authoritative English corpora.

영어과 교과서 검정용 어휘 목록 개발: 어휘 검색 프로그램 및 기본 어휘 목록에 대한 고찰

신동광 ( Dong Kwang Shin ),주헌우 ( Hun Woo Joo ) 한국멀티미디어언어교육학회 2008 멀티미디어 언어교육 Vol.11 No.3

온라인 기반 고등학교 영어 말하기 수행평가 지원 시스템 개발 및 시범적용

이문복 ( Lee Moonbok ),주헌우 ( Joo Hunwoo ) 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.1

The main purpose of the present study is twofold: firstly to develop an Internet-based English speaking performance assessment support system(ESPASS) and secondly to apply ESPASS in high schools in order to investigate its usefulness for both teachers and students. For this study, 13 English teachers and 835 students from 11 Korean high schools participated in the field test of ESPASS. A post field test survey and in-depth interview were carried out respectively with the students and the teachers. Another survey was conducted with 80 English teachers who attended the workshop on best practices in the use of ESPASS. The field test results indicated that the teachers and the students were satisfied with the convenience and usefulness of ESPASS. Especially, the workshop participants showed high satisfaction with ESPASS. Based upon the results, some pedagogical implications and policy suggestions were discussed for expanding online English speaking performance assessment.

전국 중·고등학생 영어듣기능력평가에 대한 교사 인식 탐색

조보경(Cho, Bo-kyung),한정아(Han, Jung-a),주헌우(Joo, Hun-woo) 한국영어독서교육학회 2021 ENGLISH READING AND TEACHING Vol.6 No.2

The current research aimed to investigate how secondary English teachers perceive the Nationwide English Listening Test for Secondary Schools adopted by 16 metropolitan and provincial offices of education. This study was conducted by receiving online opinions from 4,653 teachers from sixteen metropolitan and provincial Offices of Education. The categories of questionnaire varied from administration to perspectives for improvement. The findings are as follows. Firstly, most teachers thought that the test items were easy and the speed of utterances was appropriate. Secondly, they responded that the test items should be developed in such a way that the test has new and more item types, and the test items should be more vividly differentiated in terms of difficulty. Furthermore, they suggested the development of the online listening test system where teachers can construct a test by using test items stored in the item bank of the system and administer a listening test in either an online or offline pen-and-pencil fashion.