초등학생 영어 학업 성취 특성 분석

Abstract

The present study aims to show elementary school students’ characteristics of English achievement in a broad perspective. It analyses the results of a nationwide large-scale achievement test which resumed in 2022 all over the country after almost a ten-year-gap. The Ministry of Education (MoE) had first begun the nationwide achievement test in 1986 for the quality control of primary and secondary education in Korea. The MoE, however, suspended the test particularly for the elementary level from 2012 due to some policy changes. Only recently, has the MoE resumed the large-scale achievement test, named the Customized Assessment of Educational Achievement (CAEA). The analyses of the data from CAEA show that 6th grade students perform English communicative skills in an unbalanced manner. The achievement levels of listening and speaking tend to be higher than those of reading and writing. They also show better performances in communicative and information processing competencies rather than social competence. It suggests that the strengths and weaknesses of Korean elementary school students’ English achievement should be reflected on English education. Additionally, with these kinds of results being continuously accumulated, it is expected to provide valuable information on policymaking for curriculum design, textbook development, and teaching methods improvement in the future.