영어 읽기 능력 측정 도구로서 자유 회상 과업의 효과

Abstract

The purpose of the current study is to verify the theoretical premise that the free recall task, known as a direct, integrative reading assessment task, asks test-takers to draw on memorizing as well as on reading comprehension ability. To fulfill the purpose, 204 college students (97 male and 107 female students) were asked to respond to either the free recall task or the translation task that does not require memory. According to the results, the students performed significantly lower in the free recall task than in the translation task, since the free recall task conceivably prevents them from understanding the reading text fully probably because it requires memory. Besides, the results were complicatedly influenced by text difficulty and the students` English proficiency levels. Accordingly, it is pedagogically suggested that when assessing students` reading comprehension ability using the free recall task, classroom teachers have to take text difficulty and the students`` English proficiency levels into consideration. (Chungnam National University)