교양영어 분반 평가에 관한 학생과 교수의 의견 분석: S대 사례연구

Abstract

This study investigates student and professor opinions about the university's English placement speaking test and the accuracy of the course placements resulting from the combination of that test and the College Scholastic Ability Test for English (CSAT). Utilizing a mix of quantitative and content analysis, the study analyzed the questionnaires of 2,098 freshmen and 20 professors at S University. First, both groups (83% and 95%) understood the purpose of the speaking test and agreed that its content was accurate. Nonetheless, 30% of both groups believed that CSAT can exclusively function for course placement: students deemed CSAT more objective and inclusive while professors preferred CSAT because of the burdensome logistics involved in conducting the speaking test. Other results include the following: 75% of students and 50% of professors thought course placement was accurate; 32% of students desired more objective content and grading methods on the speaking test; and 85% of professors wanted more efficient test administration and proper compensation. Additionally, the analysis of the open-ended questions on the survey revealed possible avenues of improvement of the placement and the exclusive use of CSAT. The study discusses the necessity of the speaking component in English placement tests. It also emphasizes the value of student and professor input towards improving both the tests and General English education at S University.