학술논문
Teachers’ Perceptions of Using the EDD Checklist in ESL Academic Writing Assessment
이용수 109
- 영문명
- 발행기관
- 팬코리아영어교육학회(구 영남영어교육학회)
- 저자명
- Youn-Hee Kim
- 간행물 정보
- 『영어교육연구』제23권 3호, 17~39쪽, 전체 23쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2011.09.30
5,560원
구매일시로부터 72시간 이내에 다운로드 가능합니다.
이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
영문 초록
This study examined how teachers perceived the use of the Empirically-derived Descriptor-based Diagnostic (EDD) checklist and its diagnostic function in English as a second language (ESL) academic writing assessment. The EDD checklist was developed by Kim (2010) as a diagnostic tool for assessing ESL students’ academic writing performance. Ten ESL teachers assessed 480 Test of English as a Foreign LanguageTM Internet-based test (TOEFL?? iBT) independent essays using the EDD checklist and were then interviewed about their experience using the checklist. The results showed that teachers generally considered the checklist to be an effective diagnostic assessment tool. They appreciated the checklist’s comprehensiveness and acknowledged that it covered multiple aspects of ESL academic writing. They also commented that the breakdown of writing skills helped them know what to look for when assessing essays. However, they pointed out that the checklist was time consuming and unable to fairly measure student writing abilities without taking essay length into consideration. While teachers cautioned that an appropriate amount of diagnostic feedback should be given to students, they also acknowledged that the use of the checklist could have a positive impact on classroom instruction. Pedagogical implications of the use of the EDD checklist in ESL writing classroom instruction and assessment are discussed.
목차
Ⅰ. INTRODUCTION
Ⅱ. REVIEW OF LITERATURE
Ⅲ. METHODOLOGY
Ⅳ. RESULTS AND DISCUSSION
Ⅴ. CONCLUSION AND IMPLICATIONS
REFERENCES
APPENDIX
해당간행물 수록 논문
- Teachers’ Perceptions of Using the EDD Checklist in ESL Academic Writing Assessment
- Variables Influencing Korean College Students’ Strategy Use in Reading English Texts
- 사이버가정학습 영어과 콘텐츠의 평가영역 분석 및 활용방법 연구
- 토익 듣기 전략과 성취도의 관계
- Extensive Reading of EFL Elementary School Students
- Noticing and L2 Learning in the Output-based Focus-on-form
- 영어로 진행하는 영어수업(TEE)을 실행하는 중등교사의 수업 동기와 방법
- 읽기 전략 지도와 읽기 포트폴리오의 활용이 고등학생의 영어 읽기 능력과 태도에 미치는 영향
참고문헌
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