Korean Secondary Students' Beliefs About High-Stakes Assessment and Motivation in Second Language Learning

• In Event: 53.082 - Poster Session 10
  In Poster Session: 53.082-2 - Poster Session 4: Cognitive and Motivational Processes

Abstract

English as a foreign language (EFL) is considered one of the most important subjects in Korean secondary schools, so English achievement tests are considered high-stakes assessments. Although significant amounts of research have targeted the design of reliable assessments to measure students’ proficiency, there are few studies that demonstrate how students perceive the assessment. The purpose of the present study is to explore Korean secondary school students’ beliefs about high-stakes assessment in second language context. This study was conducted as qualitative research by using in-depth interviews. The findings suggest that participants’ responses fell into the following four categories: fairness, benefits for learning, engagement, and authenticity. Understanding students’ perceptions of assessment may provide a clue concerning understanding how they approach learning.

Authors

• Hyun Jin Cho, Purdue University

• Mike Yough, Oklahoma State University

• Chorong Lee, Purdue University