어휘 시험 유형과 세환효과

초록

The present study investigated a washback effect regarding vocabulary testformat and students’ learning outcomes. Ninety-three Korean universitystudents in English reading courses were given a vocabulary pre-test andpre-treatment survey. Then they were divided into three groups. A controlgroup was taught how to write a summary in English and a receptivevocabulary knowledge group was taught how to study vocabulary, thenboth of these groups were instructed that they would have a receptivevocabulary knowledge test. A productive vocabulary knowledge group wastaught how to study vocabulary and told that they would have a productivevocabulary knowledge test. After 15 weeks, they all were given apost-vocabulary test consisting of both receptive and productive vocabularyknowledge items, and post-treatment survey. Results indicated that theproductive vocabulary knowledge group showed the best outcomes overall. Its students earned significantly higher scores on the productive vocabularyknowledge post-test than the other groups. Regarding the receptivevocabulary knowledge post-test, it featured scores similar to the receptivevocabulary knowledge group, which had the highest scores. Moreover, theproductive vocabulary knowledge group’s pre- and post-treatment surveydata revealed that its students had improved their ability to use thevocabulary learning strategies that were taught.

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