FLEAT IV Day 4
August 1, 2000
High Application (HA) group consists of 8 schools which sent more than 50 applicants; Middle Application (MA) group consists of 8 schools which sent between 11 and 50 applicants; and Low Application (LA) group consists of 19 schools which sent less than 10 applicants. We analyze our data based on this classification and also compare the results with a result obtained from a similar questionnaire to KTEs.
Questionnaire items were in multiple choice, likert scale-type, open-ended and cloze formats. At the end of the questionnaire the teachers were encouraged to freely comment on the test as well. The numbers at the beginning of the comments indicate the responses to the multiple-choice question. The numbers at the end of the comments were given to the subjects when the written questionnaires were sent to high schools.
<High Application Group>
1. (3) I have no idea because I have no chance to listen to the original tape actually used. (10006)
2. (4) Roughly OK, but I don't think the use of "Not stated" in T/F questions is appropriate. (10010)
3. (3) Some of the high school students have a rather high level of listening ability. Listening test should be more discriminating. (10017)
4. (4) It seems OK because I got no complaint from test takers. (10020)
5. (NA) We need to examine it as a whole in the English department. (10021)
6. (3) It is a well-balanced test. A longer one is also acceptable. How about a dialog including numerals, pros and cons with reasons? (10023)
7. (3) It is a very orthodox test. (10033)
<Middle Application Group>
1. (5) Both contents and formats are appropriate because the test covers well what students learn in class. (10005)
2. (4) Emphasis should be put on the comprehension of the whole content rather than the discrimination of each sound. (10013)
3. (3) It needs devising new ways to measure communicative skills. Many of the questions are orthodox. (10016)
4. (5) Both content and length are OK. (10029)
<Low Application Group>
1. (3) We haven't examined it carefully yet. (10011, 10041)
2. (3) I didn't examine it carefully because none of our students needs English tests other than the center examination. (10027)
3. (3) It looks good as a whole. But I think place names and sports names in Section C are ambiguous to students. They should be more common ones. (10030)
4. (4) It seems appropriate though it is much above the level of our students. (10039)
5. (3) I have no idea because I have never seen it. (10042)
6. (4) There are many practical and ordinary questions. It seems a good test. (10043)
7. (3) Both contents and formats are OK, but some questions are too simple. (10044)
8. (NA) I'm sorry I have never seen it. (10053)
9. (NA) I have never seen it because I teach at a technical high school. (10055)
<Korean Teachers>
1. (5) Because it is composed of various contents and a proper level for the examinees. (K00024)
2. (4) Overall, it has a positive effect on language education, but it only tests a passive aspect of communicative skill. (K00019)
3. (4) Some types or styles of questions are a little bit stereotyped, so students are likely to practice only those typical types of questions. Though it has succeeded in arousing much concern about the listening or communicative English skills more or various situations of everyday communication should be included. (K00023)
4. (4) I think contents or formats of the English listening test on the CSAT is proper because there are various kinds of listening patterns necessary for the daily life even though the number of test items is limited. (K00025)
5. (3) Some of the contents or formats are pertinent for measuring high school student's ability, but many of the formats are too easy for high school students. (K0006)
6. (3) We know that the formats [of listening test] are not perfect, but because the number of students (so many students) wed can't find the right way. (K00026)
7. (3) They are not very satisfactory in terms of living every day life English for real situations. (K00028)
<High Application Group>
1. (2) We changed the contents of the class while taking account of not only KU tests but also other universities' tests. (10006)
2. (3) Listening has been emphasized due to the introduction of Oral Communication into the curriculum. (10010)
3. (2) Listening skills are improved in Oral Communication classes with help from ALT. In extra classes preparation for listening tests starts at the end of the second term. (10017)
4. (1) The present Oral Communication class is enough for the test, so there is no need to change. (10020)
5. (3) Because listening tests are introduced into the term exams, I try to have close communication with an ALT. (10021)
6. (4) Conversational materials are used for the improvements of not only listening but also pronunciation. (10033)
<Middle Application Group>
1. (3) We incorporated listening into extra classes during the vacations and gave a listening test in the trial examinations. (10004)
2. (3) KU applicants practice listening tests used before or similar ones. (10005)
3. (1) To keep up with listening tests at several universities. (10012)
4. (2) Because students will go in various directions, I have to improve the content of the class to integrate fuller views. (10013)
5. (2) Lessons are changed to meet the demands of the times not just to keep up with entrance examinations. (10016)
6. (1) In Oral Communication classes listening tapes are used throughout the year. Some students practice listening individually after school. (10029)
<Low Application Group>
1. (1) We started individualized instruction. (10003)
2. (1) We have always used a high proportion of the class for listening. (10007)
3. (1 or 2) There are very few KU applicants. (10011, 10014, 10030, 10039, 10041, 10042, 10043, 10045, and 10053)
4. (4) Listening activities are done for five minutes every class. (10026)
5. (1) Most students do not choose a university which requires them to take a listening test. (10044)
<Korean Teachers>
1. (5) I have adopted dictation course in my classes. I spend at least a third or half of the period using time for teaching listening comprehension skills. (K00023)
2. (5) In order to make the students familiar with the listening test, I try to teach them in English as much as possible. (K00024)
3. (5) I let students listen to the tape at least 10 minutes before starting in the textbook. (K00032)
4. (4) Sometimes I use more classroom English to improve my students' communicative abilities. (K0005)
5. (4) Practice listening questions with similar formats. Conclude listening comprehension test score into students' grade. Maximize classroom English. (K0009)
6. (4) I tried to have the students listen to native speakers through tape recorders. (K00010)
7. (4) Emphasis on spoken language usage and on audio visual teaching methods. (K00017)
8. (4) I have let students have contact with listening more than before. But the large-sized class does not allow me to change the instruction drastically. (K00019)
9. (4) I include the listening test in my class about once a week. (K00026)
10. (3) My speaking and listening ability is not good enough to change my lesson planning very much. (K0006)
11. (3) I have changed my lesson plans by focussing on listening and speaking skills, not on reading and writing skills. (K00025)
12. (3) We have a separate English conversation textbook and a variety of materials are available, if [textbook is] not enough. (K00028)
13. (2) I don't have enough time. (K00031)
<Answers by Japanese teachers>
[Organizational Problems (OP), Balanced Four Skills (FS), Improving Oral English (OE)]
1. (5) I think it is natural that a foreign language test should include a listening test although some physical [organizational] problems must be cleared. (10004) [OP & FS]
2. (5) Students will understand the importance of oral communication and be positive to learn it if a listening test is introduced. It will also change the course of English education. We will put stress on practical English education in an internationalized age. (10005) [OE]
3. (5) I believe both listening and speaking tests are needed. Since it is almost impossible to make a speaking test come true, we should introduce a listening test for the time being. (10012) [FS]
4. (5) Practical English as a tool will be more and more important. (10007) [OE]
5. (5) I am pleased that a listening test is introduced at last. (10018) [FS]
6. (5) It is necessary to develop well-balanced four skills. (10023) [FS]
7. (5) I agree though I am afraid it may be hard to establish appropriate conditions. (10029) [OP]
8. (5) Language is interactive. I hope students will develop both listening and speaking abilities. (10030) [OE]
9. (5) I agree, but I feel uneasy about how it will be done because too many students take the test. (10033) [OP]
10. (5) It is a good idea to evaluate an oral communication ability by a listening test since oral communication is taught at high schools. (10042) [FS]
11. (5) The present contents of entrance examinations let teachers put a focus on teaching reading and writing though oral communication is stressed at high schools. If a listening test is introduced, it may change the present situations. (10044) [FS]
12. (5) I believe an objective of English education should move toward the development of oral English abilities. (10045) [OE]
13. (5) English teaching should move toward the development of all-round language proficiency. (10055) [FS]
14. (5) We should consider the proportion of the listening test. If there is no physical problems, I support it as a measurement of communicative abilities. (10056) [OE & OP]
15. (4) I agree if some problems are cleared. In fact I am expecting a positive move toward it. (10002) [OP]
16. (4) I doubt if it is possible to provide all students the same equipment. (10006) [OP]
17. (4) It will be a motivation to improve listening ability. (10011) [OE]
18. (4) More students will pay attention to oral English if a listening test is introduced. (10016) [OE]
19. (4) We should not be behind in the internationalized age. (10040) [OE]
20. (4) We should evaluate a listening ability as one of English abilities. (10043) [FS]
21. (4) I expect there will be a lot of improvements in the content of instruction at high schools. (10053) [FS]
22. (3) I know listening is very important; however, I disagree with the introduction of a listening test into the Center Examination held all over the nation at the same time because its introduction may be very dangerous. More universities should introduce a listening test into its own test. (10010) [OP]
23. (3) If we can clear some problems that we can imagine now, I agree. (10013) [OP]
24. (3) I hope the contents of entrance exams should be changed. We should establish equipment and introduce a listening test. (10014) [OP & FS]
25. (3) The Center Examination itself is criticized because of its mark-sheet format now, so there will be no difference if a listening test is introduced. We should discuss if we continue the Center Examination or not. (10017) [OP]
26. (3) Students may have more burdens if it is introduced. The same is true to teachers, depending upon how the individual test at each university is related. (10039) [OP]
27. (2) I doubt if it is possible to do a listening test at the same condition all over the nation. (10019) [OP]
<Answers by Korean Teachers>
Do you agree that including the listening test on the CSAT is a good idea?
[Improvement of Listening Comprehension (LC), Improvement of Oral English (OE)]
1. (5) Because listening is more important than other skills in learning a foreign language. (K0003) [LC]
2. (5) I think listening is the basic skill of all. If we can't hear, we can't speak. (K00010) [LC]
3. (5) Testing of listening comprehension ability can be a good way to improve students' motivation to participate in class. (K00017) [LC]
4. (5) Without introducing the listening test, the students are not likely to pay much attention to the listening skill. (K00019) [LC]
5. (5) Listening ability is very much related to communicative interaction of English. According to current orientation of the language learning, it was a right choice. (K00023) [OE]
6. (5) By including the listening test, you'll make the students have more concern about listening and speaking English. (K00024) [OE]
7. (5) Generally, most of Korean students have poor listening ability. So, they can improve on their listening skills through practicing as much as possible in junior high and high school because the listening test on the CSAT is included. (K00025) [LC]
8. (5) The aim of studying English is to improve conversation skills. If students want to speak English they have to understand what someone says. (K00026) [OE]
9. (5) Listening comprehension ability is essential to learning a foreign language. (K00028) [LC]
10. (5) I think listening ability is the basis of improving English. (K00029) [LC]
11. (5) In my opinion listening is very important. (K00030) [LC]
12. (5) Listening is the first step to communicate. I think the original reason to learn English is for communication. (K00031) [OE & LC]
13. (5) I think the first goal to learn English is to communicate with each other. Once you can listen to what they [other people] say you can react properly. (K00032) [OE]
14. (4) If you include the listening test, students will be more eager to listen to the tape, and their pronunciation can be corrected. They can improve their fluency if they have more chances to listen to the native tongue. (K0006) [LC]
15. (4) I think it's a very important thing for students to enter the university, so they can study harder to pass the exam. It can be a way of improving their listening skill. (K00016) [LC]
16. (4) Communicative ability will be very important in the future, and a listening test is one of the best ways to check on part of the students' communicative abilities. (K00023) [OE]
1. This answer is my own opinion. (10001)
2. Every year my school purchases the CDs which records each year's listening tests of national and private universities, but we cannot know the tape speed because they are not real ones. I would like to obtain a copy of the tape used in the test at Kumamoto University even if it is not free. (10005)
3. These days passing entrance examination is not always the only effect which influences high school's curriculum. My students have no intention to go to brand-name university. I am very happy to teach English to these students. (10007)
4. I think this research is very important. (10010)
5. The present situations of English education at high schools do not change even if a listening test is introduced. In order to change them drastically, improving quality of listening test or making the whole test listening is needed. However, I guess university professors worry about the rapid decrease of reading ability. How about this? (10017)
6. The first meeting in April teachers of the English department discussed in English and Japanese. I want to improve not only students' ability but also teachers' [to teach communicative English]. (10021)
7. We hope to raise as good students as we can to meet your expectations, but ﾉ (10023)
8. I expect your university to make more progressive listening tests that other universities have never made. (10033)
9. In our school we put stress on the English proficiency test called Eiken. I teach listening in class and after class or sometimes in English workshop camps. (10041)
<Free comments on the survey by Korean teachers>
1. Belatedly it is fortunate that Japan is going to introduce the listening test on the entrance exam to the public universities. There is a proverb that ﾒ it is never too late to mend.ﾓ（K0003）
2. My students have many interests in developing their listening ability. (K0005)
3. I'm surprised your country doesn't have listening tests in English exams. I think the sooner the better. (K00010)
4. CSAT is different from TOEFL and TEPS. The latter are more difficult than CSAT. (K00012)
5. English teachers have to improve on their listening skills very much. (K00012)
6. I am personally in support of including the listening test on every English exam. Since the native speakers available to our class are scarce, it must be the only alternative to include the listening test. (K00019)
7. Traditionally students of both Korea and Japan are known to do well in reading sections. They can't frequently say the sentences that they have heard after reading the same sentences. But if they can utter the sentences or words that they have heard it's still easier for them to perceive the expressions in written texts. So, improving listening ability should be considered first before approaching reading comprehension skills--Better late than never! (K00023)
8. I think or am sure that the listening test will help students improve on their listening ability. (K00024)
9. To improve students' communicative competence:
(a) Speaking test as well as listening test should be included on the CSAT.
(b) English teachers must use only English in English classes.
(c) The number of students per class should be reduced below 30.
(d) We need to develop teaching materials for English class. (K00025)
10. As far as I am concerned, why do I have some difficulty in speaking English properly? That is because I have great trouble listening to English. Therefore I am sure that it is essential to improve on my listening comprehension ability. (K00028)
11. To listen and speak well, we need more time than we have now. Basically we need to change the system of the university entrance exam. (K00032)