고등학생의 영어 독해 문항 출제 과정 및 인식에 대한 탐색

초록

The purpose of the present study is to explore high school students’ perception on their engagement in the development of English reading test items. This study aims 1) to explore the type of reading strategies students employ during item development, 2) to enlighten the positive aspects of student-generated item development, and 3) to disclose the negative aspects on their engagement in item development. 17 high school students participated in the item development and the semi-structured interview. The result showed that students intensively read the script in order to figure out the appropriate cognitive type of a reading item. Advanced students reported that the item-writing practices facilitated self-directed learning, improved their reading ability, enhanced reading motivation, and helped students analyze the reading test item. However, students with low level commented that the item-writing task was so harsh that they felt frustrated and lost motivation for reading. The present research concluded that the item-writing practice might be geared to advanced level of high school students while it would not be good for low level of students.

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