Along with globalization, it has become almost a necessity to teach and learn English properly. As the trends go, Communicative Language Approach was introduced in Korean EFL settings. Moreover, Free-Learning Semester policy has been enacted as of March, 2016, in Korean middle schools. The purpose of this study is to examine the validity of a listening cloze and a speaking read-aloud task as alternative English performance tasks appropriate for Free-Learning Semester, compared to the traditional multiple-choice listening and the oral presentation speaking task. The randomly selected subjects are 100 first-year Korean EFL students, 70 male and 30 female, of a middle school located in Seocho District, Seoul. First, through a program called SPSS 12.0., the test results were analyzed in a 벼antitative manner. The listening cloze test includes partial dictation with 20 blanks of 1~5 words and each blank is counted as 1 point so that the whole becomes 20 points. The test is recited three times and the analytic scoring method with holistic feedback comments is used. On the other hand, the multiple-choice listening consists of 20 questions and each item accounts for 1 point which makes it a total of 20 points. In the speaking read-aloud test, students choose the text of the appropriate difficulty level between the easy level of 91 simple words and the intermediate level of 112 complex words and read it aloud after 1 minute of preparation. The chance of reading aloud is given once to each individual and the analytic scoring with holistic feedback is used. In the oral presentation test, students prepare their own scripts of various topics and difficulty levels. The total scores are all 10 points. The scoring criteria of the listening and speaking performance tasks are explicitly presented to the test takers in advance. The test results show that the alternative listening cloze test has higher validity, reliability, and practicality than the traditional multiple-choice listening test. Similarly, the alternative read-aloud speaking performance test demonstrates higher validity, reliability, and practicality than the traditionally performed oral presentation task. Moreover, the alternative listening and speaking performance tasks reveal high correlation with each other and the alternative performance test results illustrate high correlation with overall English proficiency of the participants measured by regular English exams beforehand. After the experiment, the analyses of errors that frequently appeared are conducted and student surveys as well as teacher interviews are held for further study. The limitations of this research include constrained sample characteristics, uneven gender ratio, the restricted kinds of alternative tasks investigated in this study, and the possible subjectivity and bias of a rater when it comes to developing test materials. Nonetheless, this research suggests such pedagogical implications as the importance of developing new alternative performance tasks to cater to various learners’ needs, setting the suitable construct to be measured for the Free-Learning Semester, detailed and explicit scoring criteria with meaningful feedback to be presented as indices for learners to notice their weaknesses as well as strengths, and the wash-back effects of the valid and reliable alternative performance test tasks to be considered as another opportunity for learning as well as teaching to advance to the next phase of English proficiency.