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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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This study explores raters’ perceptions of successful interaction in paired discussion tasks within a second language (L2) context, aiming to operationalize interactional competence (IC) in assessment. A qualitative analysis of raters’ notes collected during the evaluation process identified three key categories of successful interaction in paired discussion tasks: interactional management, interactive listening, and co-constructive interaction. Raters highlighted the importance of clear and well-reasoned opinion expression, eliciting partners’ responses, and providing appropriate and genuine responses to previous utterances as important strategies for managing interaction in paired discussion tasks. Interactive listening reflects the importance of the listener’s role in interaction, focusing on how attentively participants listen to each other’s utterances. This category encompasses behaviors such as non-verbal cues (e.g., eye contact, nodding) and backchanneling (e.g., “okay”, “mm”). Co-constructive interaction was recognized as essential, with raters valuing supportive behaviors such as assisting a struggling partner. While collaborative patterns were generally preferred, dominance was viewed positively when it compensated for a passive partner’s lack of engagement. However, dominance driven by excessive self-expression was viewed negatively, highlighting the value of mutual engagement. These findings provide insights into developing rating criteria that capture the interplay of these features, enabling a more comprehensive assessment of IC in paired discussion tasks.

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Can GPT-4o reason about language? A syntax challenge Hye-Won Choi, Soo-Yeon Kim, Sanghoun Song p. 1468-1495
자동채점 기반 영어 말하기 성적 보고서에 대한 학습자와 교사의 이해도 및 인식 탐색 = An exploratory study on the development of an online score report for automated English speaking assessment YunDeok Choi, Heyoung Kim, Jin-Hwa Lee, Min-Chang Sung p. 1496-1517
Gendered anaphoric strategies in Korean : a study on male and female selection of BNPs and DNPs in bridging anaphora Sang-Geun Lee, Hoe Kyeung Kim p. 1518-1537
Exploring differences in Korean EFL students’ English reading fluency from their L2 learning and reading experiences Jiseon Ryu p. 1538-1560
(The) effects of integrated and isolated focus-on-form instruction with consciousness-raising tasks on university students’ writing accuracy, fluency, and grammar recognition Hee Yeon Kang p. 1561-1584
Exploring raters’ criteria for assessing interactional competence in paired discussion tasks Sanghyo Goh, Youngsoon So p. 1585-1602

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