OPIc-based Speaking Test for English Classes in Korea

Ji-Eun Kim 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.4

The purpose of the current study is to analyze a model of OPIc-based speaking test for Korea English classroom. The research questions were (1). What is the English teachers’ opinion on the current speaking teaching and testing? (2). Is the OPIc speaking test appropriate in the Korea English class? and (3). What are the English education students' perceptions of the OPIc-based speaking test for English classes? To answer the first research question, a survey was conducted targeting one hundred and forty-seven teachers. The result of the survey shows that Korea English teachers’ great concern on the English teaching and speaking test are “communicative competence,” “scoring and criteria,” and “condition and need.” To answer the second research question, the OPIc speaking test for the class was analyzed and it was found that in terms of the communicative competence,” “scoring and criteria,” and “condition and need” issues, OPIc based speaking test is appropriate in Korea English class. For the third research question, Q methodology was used targeting English education students and the result shows that most English education students strongly agree to the statements that the OPIc-based speaking test has the advantage to improve communicative competence. This study may provide the information about creating and adopting tests for English classes and relating standardized test and the English classes.

OPIc-based Speaking Test for English Classes in Korea

Kim, Ji-Eun The English Teachers Association in Korea 2011 영어어문교육 Vol.17 No.4

The purpose of the current study is to analyze a model of OPIc-based speaking test for Korea English classroom. The research questions were (1). What is the English teachers' opinion on the current speaking teaching and testing? (2). Is the OPIc speaking test appropriate in the Korea English class? and (3). What are the English education students' perceptions of the OPIc-based speaking test for English classes? To answer the first research question, a survey was conducted targeting one hundred and forty-seven teachers. The result of the survey shows that Korea English teachers' great concern on the English teaching and speaking test are "communicative competence," "scoring and criteria," and "condition and need." To answer the second research question, the OPIc speaking test for the class was analyzed and it was found that in terms of the communicative competence," "scoring and criteria," and "condition and need" issues, OPIc based speaking test is appropriate in Korea English class. For the third research question, Q methodology was used targeting English education students and the result shows that most English education students strongly agree to the statements that the OPIc-based speaking test has the advantage to improve communicative competence. This study may provide the information about creating and adopting tests for English classes and relating standardized test and the English classes.

OPIc-based Speaking Test for English Classes in Korea

김지은 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.4

The purpose of the current study is to analyze a model of OPIc-based speaking test for Korea English classroom. The research questions were (1). What is the English teachers’ opinion on the current speaking teaching and testing? (2). Is the OPIc speaking test appropriate in the Korea English class? and (3). What are the English education students' perceptions of the OPIc-based speaking test for English classes? To answer the first research question, a survey was conducted targeting one hundred and forty-seven teachers. The result of the survey shows that Korea English teachers’ great concern on the English teaching and speaking test are “communicative competence,” “scoring and criteria,” and “condition and need.” To answer the second research question, the OPIc speaking test for the class was analyzed and it was found that in terms of the communicative competence,” “scoring and criteria,” and “condition and need” issues, OPIc based speaking test is appropriate in Korea English class. For the third research question, Q methodology was used targeting English education students and the result shows that most English education students strongly agree to the statements that the OPIc-based speaking test has the advantage to improve communicative competence. This study may provide the information about creating and adopting tests for English classes and relating standardized test and the English classes.

Predictability of OPIc Levels Based on Oral Proficiency in Textual Coherence, Cohesion and Genre-specific Discourse Features

Tae-ja Park 한국영어평가학회 2008 영어평가 Vol.2 No.1

This study attempted to investigate how Korean EFL learners oral proficiency in textual coherence, cohesion and genre-specific features in their discourse production would predict the correct reflection of Oral Proficiency Interview-computer (OPIc) levels. More specifically, its goal was to examine what factor or factors would predict OPIc performance, which is rated according to seven levels. The levels range from Novice-Low to Advanced-Low, according to the ACTFL assessment criteria. This study first investigated correlations between the dependent variable (OPIc) and 24 independent variables, including prononminals, rheme, clause and tokens. After that, stepwise regression analyses were conducted in order to gain some information about possible predictors of OPIc performance. One of the findings was that the more lexical complexity, content and lexical diversity the test takers had and the longer discourse they produced, the more fluently they responded and the better they performed on the OPIc.

A Pilot Case Study of an OPIc Test Oriented Class: The Effect of Providing Formative Assessments

서미란,장선미 한국영어교과교육학회 2013 영어교과교육 Vol.12 No.2

This study was conducted as a pilot case study to investigate whether providing a recording assignment as a formative assessment helps L2 adult learners in improving their OPIc (Oral Proficiency Interview-Computer)1grades. The class observed in the study was a four week (six hrs./w)intensive course with eight participants working for one of major corporations in Korea. The participants took the class on site with financial support by the company. After every lesson, they were asked to submit an answer for an OPIc question by recording the answer using their smart phones. The improvement was measured by comparing the pre-test grade of OPIc to the post-test grade of OPIc. Half of the learners completed the assignment and three of them showed one or two levels improvement while those who failed to complete the assignment showed no improvement including the two who were not able to report the post test. The results of the study was interpreted and some suggestions for the future research are offered with conclusions.

A Pilot Case Study of an OPIc Test Oriented Class

Miran Seo,Sunmee Chang 한국영어교과교육학회 2013 영어교과교육 Vol.12 No.2

This study was conducted as a pilot case study to investigate whether providing a recording assignment as a formative assessment helps L2 adult learners in improving their OPIc (Oral Proficiency Interview-Computer) grades. The class observed in the study was a four week (six hrs./w) intensive course with eight participants working for one of major corporations in Korea. The participants took the class on site with financial support by the company. After every lesson, they were asked to submit an answer for an OPIc question by recording the answer using their smart phones. The improvement was measured by comparing the pre-test grade of OPIc to the post-test grade of OPIc. Half of the learners completed the assignment and three of them showed one or two levels improvement while those who failed to complete the assignment showed no improvement including the two who were not able to report the post test. The results of the study was interpreted and some suggestions for the future research are offered with conclusions.

오픽(OPIc)말하기를 위한 교재 연구 자신에 관한 영어말하기를 위한 내용 구성과 작문연습 중심으로

고미숙(Mi-sook Ko) 한국영어교육연구학회 2018 영어교육연구 Vol.- No.50

In order to teach adult EFL speaking learners to develop their proficiency into more than Intermediate Mid 2 level in OPIc, this study suggests appropriate topics the learners should talk about, which are related with their daily lives and opinions. The topics related to the learners could be more appropriate for them easily to express their own thoughts and opinions than those in business contexts like TOEIC Speaking. In addition, lots of speaking contents and language control ability of speakers’ seem to guarantee their level-up in speaking. To speak about lots of stories related to the topic and have their language control in their speaking, the researcher introduces 12 storytelling strategies and writing practices in OPIc class. Through the example of textbook or workbook for speaking, this paper could show the positive effects of writing practices and using storytelling strategies on improving speaking proficiency to more than Intermediate Mid 2 level.

A Study on Analyzing English Learning Mistakes in Korean EFL Learners’ Speaking Proficiency

( Seungwon Park ) 대한영어영문학회 2016 영어영문학연구 Vol.42 No.3

The present study examines the types of grammatical mistakes or errors that English learners made when they took the OPIc speaking lesson and compared the two test results of OPIc. 21 undergraduates participated and one native speaker helped the researcher to analyze the data. The results were classified into several parts of speech: articles, auxiliaries & modals, conjunctions, prepositions, personal pronouns, noun inflections, verb inflections, and others. Among them, grammatical mistakes or errors of articles were the highest at 42.8%, followed by those of prepositions at 23.9%, others at 8.9%, auxiliaries & modals at 6.8%, noun inflections at 5.4%, verb inflections at 5.0%, conjunctions at 4.1%, and personal pronouns at 3.1%. The OPIc learners were not likely to try to correct their mistakes or errors within the limited time while listening, writing, and speaking in exercises in class. This research suggests that explicit grammatical and communicative instruction based on swift feedback and correction is needed to positively teach spoken English. (Konyang University)

A Study on Analyzing English Learning Mistakes in Korean EFL Learners’ Speaking Proficiency

박승원 대한영어영문학회 2016 영어영문학연구 Vol.42 No.3

Park, Seungwon. “A Study on Analyzing English Learning Mistakes in Korean EFL Learners’ Speaking Proficiency.” Studies in English Language & Literature. 42.3 (2016): 207-219. The present study examines the types of grammatical mistakes or errors that English learners made when they took the OPIc speaking lesson and compared the two test results of OPIc. 21 undergraduates participated and one native speaker helped the researcher to analyze the data. The results were classified into several parts of speech: articles, auxiliaries & modals, conjunctions, prepositions, personal pronouns, noun inflections, verb inflections, and others. Among them, grammatical mistakes or errors of articles were the highest at 42.8%, followed by those of prepositions at 23.9%, others at 8.9%, auxiliaries & modals at 6.8%, noun inflections at 5.4%, verb inflections at 5.0%, conjunctions at 4.1%, and personal pronouns at 3.1%. The OPIc learners were not likely to try to correct their mistakes or errors within the limited time while listening, writing, and speaking in exercises in class. This research suggests that explicit grammatical and communicative instruction based on swift feedback and correction is needed to positively teach spoken English. (Konyang University)

Effects of Integrative and Self-directed English Speaking and Writing on Korean College Students’ Four English Skills

박승원 ( Seungwon Park ) 대한영어영문학회 2015 영어영문학연구 Vol.41 No.3

The purpose of this study is to analyze the effects of integrative and self-directed English learning and teaching on the basis of OPIc-based speaking and writing tests including TOEIC-based listening and reading tests for sophomore students in college. The research question is the four language proficiency of English such as listening, speaking, reading and writing between experimental and control groups may be discrepant, respectively. The results of speaking and writing tests show that OPIc-based speaking and writing lessons might be appropriate in English classes in college because the students are able to not only have an advantage to improve their communicative competence but also prepare for recruiting requirement before graduation. This study implies that the speaking and writing lessons suggested in this research will be actually conducted in the classroom. (Konyang University)