Earticle

초록

영어

This study explores the validity of one-on-one pro and con debate assessments when EFL learners engage in self assessment and peer assessment, using quantitative methods. It also investigates learners’ perceptions of the debate activities and factors that affect assessment reliability from the perspective of misfitting learners or those who faced difficulties. Fifty English learners participated in debates on two pedagogical topics(“Should writing and speaking test sessions be included in the current National College Entrance Exam?” and “Should Office of Education allow more foreign language high schools than now?”), completing peer and self assessments across language aspects (pronunciation/grammar, fluency), interaction skills (voice, attitude), and content/organization (argument, rebuttal, counter-rebuttal, summary), along with a survey. FACETS analysis showed that only a few learners were classified as misfitting, with no misfitting cases related to topic, assessment area, or rater variables, indicating robust reliability of the debate assessment. Survey results revealed that most learners had a positive view of the activities, while some misfitting learners noted challenges due to limited English skills. The study concludes that to enhance metacognitive strategies, learners should have opportunities to engage in various assessment activities.

목차

I. Introduction
II. Literature Review
1. Debate in ESL/EFL Context
2. Learner-directed Assessment and Interactional Competence
III. Method
1. Subjects
2. Instruments
3. Research Procedure
4. Data Analysis
IV. Results
1. Research Question 1: Stability of Debate Assessment
2. Research Question 2: Learners’ Perception
V. Conclusion
Works Cited
Appendix
Abstract

키워드

저자

• Lee, Ho [ Chung-Ang University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810