• 영어어문교육
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• 제7권2호
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• pp.55-75
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• 2002

The present study examined whether Kang's (1999) model of the relationships among language learning strategy use and language proficiency for the Asian students could be applied to a more heterogeneous group. In Kang's study, he collected information of language learning strategies of 957 foreign students learning English as a second language in American colleges through a questionnaire. He also measured the subjects' language proficiency with the Institutional Testing Program TOEFL (Test of English as a Foreign Language). This study analyzed the same data without the limitation of cultural identity. Structural equation modeling was used to model the relationships among strategy use and language proficiency. Then, the model of the present study was descriptively compared with Kang's (1999) model for the Asian students. The overall flow of the relationship paths appeared to vary very little across the two models, which would have indicated that the generalizability of Kang's (1999) model could be extended more than originally examined. (156)

• International Journal of Contents
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• 제18권3호
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• pp.58-65
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• 2022

This study proposed a soft skill integration activity for online EFL classrooms and investigated student responses. Toward this end, this study recruited 54 college students taking an English Presentation and Discussion class in South Korea. Participants were assigned into high and low-proficiency groups based on the Test of English for International Communication. This study employed questionnaire, class video recordings, and interview to obtain responses. Moreover, problem-based learning with challenge questions was applied to develop soft skills in online synchronous classes. Responses were examined in terms of whether a difference existed according to English proficiency. Major findings of this study were as follows. Regardless of proficiency levels, participants reported improvements in their IT and problem-solving skills and exhibited positive attitudes toward live online presentations via Zoom. However, this study observed significant differences in communication and teamwork skills, perceived learning, and confidence. Interviews with students with low English proficiency levels revealed that they were negatively affected by the lack of non-verbal cues, mechanical skills, and socialization time provided by online classes. Based on these results, pedagogical implications and directions for future studies are discussed.

• 설비공학논문집
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• 제12권11호
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• pp.1012-1019
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• 2000

A proficiency test is one of programs which Korea Research Institute of Standards and Science(KRISS), as national metrology institute, is putting in operation for the mutual recognition arrangement. The Fluid Flow Group of KRISS evaluated the measurement capability for liquid flowmeter calibrator of the national calibration and test organizations. The uncertainty of national standard system was estimated in accordance with Guide to The Expression of Uncertainty in Measurement (ISO), and the turbine flowmeter, which was used for the round-robin test as a reference flowmeter, was characterized. The round-robin tests with the turbine flowmeter package were carried out in 1995 and 1999. The test results of the organizations and those of KRISS agreed within $\pm0.2$%. It is found thus that the organizations have the traceability of the national standard for liquid flow measurement.

• 한국산학기술학회논문지
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• 제21권6호
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• pp.18-27
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• 2020

본 연구는 국제표준 ISO/IEC 25023 소프트웨어 품질 특성 평가를 이용하여 ISO/IEC 17043 숙련도 시험 요구 사항을 기준으로 시험자간 숙련도 시험의 결과를 비교 분석한 연구이다. 시험 분야 신청서는 KOLAS에서 정의하는 전기 시험 분야의 소프트웨어 시험으로 한국계량측정협회에 제출을 하였다. 시험자간 숙련도 시험 평가 항목은 국제표준인 ISO/IEC 25023 SW 품질 특성 중 기능 완전성과 시간 효율성으로 선정을 하였다. 시험자간 숙련도 비교 시험은 서울 소재의 LG전자 SW공인시험소에서 2019년 5월 28일에 KOLAS 평가사가 현장에 입회하여 실시되었다. 시험 평가 방법은 기능 완전성으로 시험자 1인당 1회 측정을 하였고 시간 효율성으로 시험자 1인당 10회를 반복 측정을 하였다. 시험의 수행 결과 기능 완전성의 경우는 12개의 시험 단계를 시험자들이 모두 통과하여 만족으로 평가되었다. 시간 효율성은 10회 반복 측정한 평균 결과 시험자 1과 3은 9.45 ± 0.01 초, 시험자 2는 9.52 ± 0.0 초로 나타났으나 통계적으로 유의하게 차이가 없었다. 결론적으로 시험자들의 숙련도는 동등하였으며 해당 시험기관 시험 결과의 신뢰성을 확인할 수 있었다.

• 한국철도학회:학술대회논문집
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• 한국철도학회 2007년도 춘계학술대회 논문집
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• pp.1671-1674
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• 2007

A PSD system has a lot of characteristic for safety. Trust of performance test is very important. But PSD performance test has an effect on trust by proficiency of test staff because it is difficult to automate. In that specially the effort test, manual opening and shutting test and abrasion measurement, test staff is demanded for proficiency. Therefore the paper repeated measurement in same condition and studied proficient factor of examiner according to increased measurement counter. As a result, measurement uncertainty has improved.

• 분석과학
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• 제15권5호
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• pp.433-438
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• 2002

국제원자력기구로부터 제공받은 2종 (V-50, P-50)의 인공적으로 준비된 여과지상의 도시분진시료중의 미량원소를 중성자방사화분석법을 사용하여 비파괴 분석하였다. 중성자방사화분석의 품질관리를 위해 미국표준기술원의 인증표준물질 (Urban Particulate Matter, NIST SRM1648)이 사용되었으며 여과지상의 분진시료에서는 약 20종의 원소를 분석하였다. 측정결과는 실험실간 비교 및 숙련도 평가를 위하여 중성자방사화분석법, 하전입자유도 X-선 방출분광법, 유도결합플라즈마 질량분석법 등을 이용한 세계 40개국, 49개 실험실의 분석값들과 함께 통계처리 되었다. 통계 처리한 결과, 본 실험실의 분석값들의 Z-score가 ${\pm}2$ 이내에 들어오는 결과를 얻었으며, 숙련도 시험도 분석된 모든 원소의 정확도와 정밀도가 기준에 통과되는 신뢰성 있는 결과를 얻어 현재 수행하고 있는 대기분진시료들의 분석품질관리가 적합함을 입증하였다.

• 영어어문교육
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• 제17권2호
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• pp.93-114
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• 2011

The aim of this study is twofold. First, this study aimed to explore how Korean university students' English learning motivation is related to their English listening proficiency and study time. Second, it attempted to interpret the English learning motivation linking the two different motivation theories: self-determination theory and L2 motivational self system. The constructs of the students' L2 learning motivation were investigated with the data obtained through the questionnaire from 122 sophomore students. A factor analysis was conducted to extract the major factors of motivation. As a result, 6 factors were extracted: Intrinsic Pleasure, Identified Value Regulation, Intrinsic Accomplishment, Introjected Regulation, External Regulation, and Identified Regulation. The Interrelatedness among the assessment results on the L2 listening proficiency (pre and post test), listening study time, and motivation factors was measured by correlation coefficients. The statistical results indicated that pre-test scores were significantly related to Identified Regulation and Identified Value Regulation toward English learning, and post-test results had significant correlation with Intrinsic Accomplishment and Identified Regulation. However, no motivation subtypes showed statistical association with the students' listening study time. The results were attempted to be interpreted both under L2 motivational self system and self-determination framework to better illuminate the motivation theory with more explanatory power.

• 한국어교육
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• 제29권1호
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• pp.163-197
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• 2018

The present study suggests ways to improve the Korean proficiency screening test through an analysis of WIDA tests. A review of WIDA Screener, WIDA MODEL, and W-APT reveals that each of these three tests consists of four or five tests, corresponding to grade-level clusters. In addition, the WIDA screening tests assess both English for social communication and academic English, according to WIDA's five English Language Development (ELD) standards. Thematic folders of the ELD standards have different ranges of item difficulty, and the WIDA screening tests are adaptive tests. Lastly, the writing tests consist of performance-based tasks, and the rubric is holistic. As suggestions for improvement for Korean screening tests of the KSL curriculum, this study proposes (a) to devise items to assess academic Korean, so as to evaluate students' overall proficiency more accurately, (b) to utilize an adaptive method to screen students' proficiency more efficiently, and (c) to revise the writing tasks and rubric of the current KSL screening tests.

• 영어어문교육
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• 제18권1호
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• pp.1-22
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• 2012

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

• 영어어문교육
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• 제9권2호
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• pp.35-70
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• 2003

This study investigates the acquisition of English prepositions of location and direction by Malaysian Chinese ESL learners. It was conducted with the objective of finding out which of the two types of prepositions was more problematic to the L1 Chinese learners. The study also sought to investigate the effect of age and proficiency levels in English on the acquisition of the English prepositions of location and direction by these learners. Additionally, the study sets out to determine the extent to which the L1 Chinese learners have acquired the English prepositions of location and direction. This study involved three groups of Chinese ESL learners: elementary, intermediate and advanced. They were selected based on their age and their performance on a standardized proficiency test. The instrument used to collect data was a preposition test comprising 85 items. These items on prepositions of location and direction were randomly arranged in the tasks. The test required subjects to respond to multiple choice questions, match given sentences with appropriate prepositions, fill in blanks with the appropriate prepositions, judge given sentences to see if they are grammatical or ungrammatical and correct the ungrammatical sentence by providing the appropriate prepositions. The results indicate that age and proficiency levels of the learners made a difference in the acquisition of English prepositions of location and direction. The older learners with higher proficiency levels seem to fare better than the younger and less proficient learners. The results suggest that the prepositions of location arc slightly more problematic than prepositions of directions to the L1 Chinese learners. Our data also suggest that certain prepositions of each type are more problematic than others.