토익 듣기 문항의 시각 정보에 대한 수험자의 친숙도가 시험 점수와 수행 과정에 미치는 영향 (The impact of test-takers’ familiarity with visuals in TOEIC listening test items on test scores and test performance procedure)

서지정보

· 발행기관 : 한국외국어교육학회
· 수록지 정보 : Foreign Languages Education / 30권 / 2호 / 25 ~ 40페이지
· 저자명 : 현일선

초록

This study investigated the impact of 26 EFL college students’ familiarity levels with the visual information of TOEIC listening test items on test scores and test performance procedure. Data collected measured students’ degree of familiarity with the visuals via a pre-test and their listening test scores, and responses to the post-test questionnaire were analyzed. To analyze the data, one-way ANOVA was conducted to locate the interdependency between the students’ familiarity levels with visuals and their test scores. Results found that there was no statistically significant differences in test scores regardless of the students’ levels of familiarity with the visuals. Additionally, the correlations between the familiarity with the visuals and the students’ test scores were low. However, the students experienced difficulties with unfamiliar visuals while taking the test. These findings indicate that, although test-takers’ familiarity with visuals does not predict their listening test scores, there is a need to tailor the visuals when developing listening test-items.

영어초록

This study investigated the impact of 26 EFL college students’ familiarity levels with the visual information of TOEIC listening test items on test scores and test performance procedure. Data collected measured students’ degree of familiarity with the visuals via a pre-test and their listening test scores, and responses to the post-test questionnaire were analyzed. To analyze the data, one-way ANOVA was conducted to locate the interdependency between the students’ familiarity levels with visuals and their test scores. Results found that there was no statistically significant differences in test scores regardless of the students’ levels of familiarity with the visuals. Additionally, the correlations between the familiarity with the visuals and the students’ test scores were low. However, the students experienced difficulties with unfamiliar visuals while taking the test. These findings indicate that, although test-takers’ familiarity with visuals does not predict their listening test scores, there is a need to tailor the visuals when developing listening test-items.

참고자료

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