http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Daniel Cuffey (검색결과 5 건)
- 무료
- 기관 내 무료
- 유료
-
Student and Teacher Perceptions of a Performance Assessment for College English Conversation Courses
Daniel James Cuffey,Mee Hye Kang,Myeong-Hee Seong 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.2
The purpose of this study was to explore college students’ and teachers’ perceptions of a performance assessment to see how students and teachers understand it. To do this, a quantitative and qualitative survey was given to 969 sophomore students who enrolled for an English conversation course at a university in Gyeonggi province near Seoul. The survey was also completed by eight native English instructors who taught the English conversation program at the same university. The results show that both teachers and students agreed on the necessity of a performance assessment. Both teachers and students believed that the performance assessment was helpful to improve students’ general English ability. Teachers preferred multiple types of tests throughout the semester, but students do not show clear preferences. Students prefer a one-on-one interview to a group presentation, even though they believe the group presentation improves their linguistic ability. Teachers believe the performance assessment helps, but do not strongly agree with maintaining the current project-based performance test. The results imply that maintaining a small class for conversation teachers and providing a comfortable setting for the students are the ways for performance assessments to be successful.
-
강미혜,Daniel James Cuffey,성명희 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.3
This study aims to analyze the college English conversation tests of native English teachers to see if the tests complied with program goals. Also, problems with current test construction practices were highlighted and improvements for similar conversation courses were suggested. In order to do this, we examined the test construction practices of seven native English teachers who taught an English conversation course at a university in Gyeonggi province near Seoul. The teachers’ mid-term and final tests were collected and they also expressed their views on testing through a survey and interviews. The teachers’ tests were analyzed in terms of the types of assessments used, question types, number of test items, language skills targeted, and task types. The results showed that despite having a standardized course goal and using the same textbook, the testing methods utilized by teachers varied widely and teachers typically employed written tests which varied extensively due to non-standardization. However, the teachers believed oral exams should be employed in various ways: a 1:1 interview, individual presentations, group discussions or role plays. The implications of these assessment methods, along with the future direction of this study were discussed.
-
Implementing Action Research to Improve Preparatory English Programs at Universities in Korea
Myeong-Hee Seong,Daniel J. Cuffey,Hyung-ji Chang 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.4
This paper aims to propose a case study for universities looking to improve their preparatory English programs for incoming students. For the study, the University Preparatory English Program (UPEP) was conducted at a university in Korea for two weeks in 2017. This program is designed to prepare students academically and socially for the rigors of university life. On the basis of action research method, the research questions were set based on the findings of the 2016 program identified through students and instructors surveys and meetings. Participants in the 2017 program included 50 students and five native English-speaking instructors. The dada were collected from the form of students and instructors questionnaires and daily journals. The further development of UPEP is an ongoing process through action research methods to continuously build on the strength of this program each year. Accordingly, some suggestions are provided for the coming years.
-
Mee Hye Kang,Daniel James Cuffey,Myeong-Hee Seong 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.3
This study aims to analyze the college English conversation tests of native English teachers to see if the tests complied with program goals. Also, problems with current test construction practices were highlighted and improvements for similar conversation courses were suggested. In order to do this, we examined the test construction practices of seven native English teachers who taught an English conversation course at a university in Gyeonggi province near Seoul. The teachers’ mid-term and final tests were collected and they also expressed their views on testing through a survey and interviews. The teachers’ tests were analyzed in terms of the types of assessments used, question types, number of test items, language skills targeted, and task types. The results showed that despite having a standardized course goal and using the same textbook, the testing methods utilized by teachers varied widely and teachers typically employed written tests which varied extensively due to non-standardization. However, the teachers believed oral exams should be employed in various ways: a 1:1 interview, individual presentations, group discussions or role plays. The implications of these assessment methods, along with the future direction of this study were discussed.
-
Erika Choe,Chase Karcher,Daniel Cuffey,성명희 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.4
This paper aims to primarily assess two things: 1) student and teacher perceptions regarding culture and the sources of cultural content in the Korean university EFL context, and 2) the specific culture-related topics that teachers and students in this setting prefer to teach and learn, respectively. Both qualitative and quantitative data was gathered through questionnaires distributed to 607 students currently enrolled in English conversation classes offered at a Korean university and 12 professors of English at the university. The first section asked teachers and students about: 1) the importance of culture in the language classroom, 2) how they valued different sources of culture (target, international, source), and 3) how their interest in certain culture-related topics affected their motivation to study. The second section asked both groups about their preference for specific culture-related topics (including both Big “C” and little “c” topics). The results revealed that while both students and teachers agreed on the importance of culture in class, students preferred to study native English speaking (target) cultures over non-native cultures. Results also showed that both students and teachers found topics like “popular culture” and “lifestyles” interesting, yet differed on others. Discussion for application and relevance are also provided.
KCI연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
