Earticle

초록

영어

This study investigated the effects of assessment type on the improvement of EFL students’ public speaking performance, focusing on the role of anxiety. Ninety-two high school students participated in a 12-week course under one of three formative assessment conditions: self-assessment, peer assessment, or teacher assessment. The course consisted of instruction and guided practice in three speech genres: informative, demonstrative, and persuasive. Participants completed the Foreign Language Classroom Anxiety Scale before and after the intervention period. The results indicated that all three groups showed significant gains in speech performance and exhibited reduced anxiety on the post-test. The type of assessment had differential effects on performance improvement and anxiety reduction, suggesting that anxiety played a significant role in the development of L2 speaking skills. The self-assessment and teacher-assessment groups showed greater improvements in L2 performance and lower levels of anxiety than the peer-assessment group. The findings are discussed with students’ comments on the credibility and usefulness of peer assessment in the school context where assessment is traditionally perceived as an act of authority.

목차

Ⅰ. 서론
Ⅱ. 연구배경
Ⅲ. 연구방법
A. 연구참여자
B. 연구도구
C. 연구절차
Ⅳ. 연구결과
Ⅴ. 논의
Ⅶ. 결론
참고문헌
Abstract

키워드

저자

• 파라 리다 [ Farah Rida | 교수, 중국 원주의학대학교 ]
• 최문홍 [ Mun-Hong Choe | 교수, 전남대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820