A Study on the Application of Teacher Interview Evaluations for Selecting Students in Need of English Learning Support

The purpose of this study is for teachers to apply interview assessments when selecting English students in need of learning support and to derive future implications from it. Examples of interview plans, content, results, reference materials, and overall evaluations recorded by elementary, middle, and high school teachers after applying the interview assessment were presented. The evaluation domains consisted of six areas for each school level, divided into four cognitive domains and two affective domains. Each evaluation domain was assessed on a scale of Excellent (A), Good (B), Average (C), and Needs Improvement (D), and teachers were also asked to briefly describe their evaluation results for each domain. After the interview assessments, a focus group interview revealed that the interview assessment was effective in making a thorough diagnosis of students’ academic status and inferring the causes of academic difficulties. The study concluded that there is a need for teacher training, improvement of basic academic ability diagnostic assessment items, and strengthening the quality of subject special description.