• 대한스포츠의학회지
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• 제36권4호
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• pp.189-196
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• 2018

Purpose: The purpose of this study was to compare the difference of body mass index (BMI) to smart phone proficiency in men and women over the age of 60. Methods: Patients were divided into three groups with high (n=33), average (n=34), and low (n=33) smart phone proficiency. Fitness characteristics related to smart phone usage were evaluated by measuring cardiorespiratory endurance, grip strength, eye-hand coordination. As well, smart phone proficiency was evaluated by a self-reported questionnaire and a smart phone usability task that was composed of two categories: usage of the smartphone device itself and usage of phone applications. The differences in BMI of the subjects was analyzed by analysis of covariance adjusting for independent variables including age, smartphone usage period, eye-hand coordination, education and income. Results: There was a significant difference in BMI among the three groups after adjustment of age, eye-hand coordination, smartphone usage period, education and income. The results showed that the self-reported questionnaire showed a significant difference in BMI between high proficiency and low proficiency groups (high $24.88{\pm}2.46$, low $23.37{\pm}2.56$; p=0.037). Smart phone usability test results also showed a significant difference in BMI among the three groups (high $25.18{\pm}2.58$, low $23.15{\pm}2.6$; p=0.000 and high $25.18{\pm}2.58$, middle $23.57.7{\pm}1.69$; p=0.010). Conclusion: Our results suggest that high smart phone proficiency shows increased BMI in the elderly. This study suggests that people over the age of 60 who have high smartphone proficiency should be cautious of an increased BMI score.

• Human Ecology Research
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• 제59권4호
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• pp.543-556
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• 2021

This study aimed to investigate the factors that influence multicultural adolescents' proficiency in their mother's native language, or their immigrant mother's native language. A hierarchical regression analysis was performed on data from the survey answered by 1,028 multicultural adolescents aged 15 years old and whose mothers were from foreign countries for the 6th Multicultural Adolescents Panel Study(MAPS) conducted by the National Youth Policy Institute (NYPI) in 2016. The main results are as follows. First, multicultural adolescents' minority language proficiency was generally low and significant differences were observed according to their gender, parents' educational level, household income, and mother's native country. More specifically, a higher proficiency in minority language was found for girls than boys, adolescents with a higher parental educational level, adolescents with a higher income, and adolescents whose mothers were from Japan or China, compared with those from the Philippines, Thailand, or Vietnam. Second, a significant positive correlation was observed between multicultural adolescents' minority language proficiency and 1) foreign culture acceptance, 2) parent's educational support, and 3) the use of the minority language at home. Third, foreign culture acceptance, parents' educational support, and the use of the minority language at home were predictors of multicultural adolescents' minority language proficiency. The study is meaningful in that it examined multicultural adolescents' minority language proficiency, elucidating their bilingual development, whereas previous studies have only focused on their proficiency in Korean, which is the majority language.

• 영어어문교육
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• 제17권3호
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• pp.291-307
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• 2011

The primary purpose of this study was to report overall findings of academic English proficiency of university ESL students in an ESL program from 2003 to 2008 at a university in the U.S. Furthermore, this study proposes to explore the effectiveness of the ESL program on developing the ESL learners' academic English proficiency. In order to achieve these purposes, this study applied a quantitative research methodology which analyzed data (more than 3,000 samples) collected by the university ESL program. The data included the ESL learners' English proficiency test scores. The results indicated that the effectiveness of the ESL program was significant in improving the ESL learners' cognitive/academic language proficiency across all three groups: ESL-only, ESL + Under, and ESL + Grad. That is, after either a complete ESL program intervention only or both a partial ESL program intervention and taking academic courses, the three groups' academic English proficiency was increased to almost same degree The findings are discussed and implications for pedagogy are suggested.

• 한국물환경학회지
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• 제29권4호
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• pp.568-573
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• 2013

In this study, we conducted whole effluent toxicity (WET) proficiency testing based on the results which $EC_{50}$ value of 3 types (A, B, C) unknown samples calculated from 32 water quality measurement agencies in Korea. WET proficiency testing was expected to their improve of analysis skill and ensure reliability of analysis results. Ultimately, it is intended to promote the reliable enforcement of WET. WET proficiency testing was evaluated using the z-score, robust z-score and the results showed that 30 participating agencies were "compliance". In addition, $EC_{50}$ values of "unknown sample A" were the normal distribution. Therefore, "unknown sample A" was considered as the most suitable standard toxicity substance.

• 경영과학
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• 제25권1호
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• pp.149-167
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• 2008

One of characteristics of firms having successfully developed new products is that they are practicing strategic learning, that is, organizational learning for preparing the future. In this context, we attempts to examine the effect of strategic learning on the proficiency of new product development activities and new product outcome, in an empirical way. In addition, we Investigated the moderating effect of new product innovativeness on the relationship among strategic learning, proficiency of new product development activities, and new product outcome. The analysis results show that the strategic learning has a positive impact on both the proficiency of new product development activities and new product outcome. And it was found that the impact of strategic learning on the proficiency of new product development activities is increasing when firms developing new products with high degree of innovativeness. However, the impact of strategic learning on new product outcome was not different according to new product innovativeness. This results shed some insight on the role of strategic learning in the new product development management.

• 영어어문교육
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• 제15권3호
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• pp.171-198
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• 2009

The current study explored a pedagogical possibility of utilizing magic as a source of communicative tasks for young learners in developing their English speaking proficiency. Fifteen primary school students participated in the study, which consisted of a 17-week period of task-based English instruction and data collection. The participants were instructed to accomplish various types of magic task through collaborative group interaction. The data collected for the study pertained to the students' linguistic outputs, interactions in group and attitudes to English learning. They were analyzed for how magic tasks affect the students' English proficiency developments and group interactions. The study results suggested the significant improvement in the students' English speaking proficiencies. They revealed that magic tasks contributed to a) enhancing the motivation to speak in English, b) stimulating the creative and problem-solving processes, and c) providing the sufficient opportunity to repeat and internalize the target expressions. The study results also indicated that the students' satisfaction with their group members and tasks seemed to have positive influences on their interactions in group and English proficiency development. Further discussion and pedagogical implications are provided as well as the study limitations.

• 말소리와 음성과학
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• 제3권3호
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• pp.115-121
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• 2011

This paper examines how L2 speech production varies according to learner's L2 proficiency level. L2 speech production variations are analyzed by quantitative measures at word and phone levels using Korean learners' English corpus. Word-level variations are analyzed using correctness to explain how speech realizations are different from the canonical forms, while accuracy is used for analysis at phone level to reflect phone insertions and deletions together with substitutions. The results show that speech production of learners with different L2 proficiency levels are considerably different in terms of performance and individual realizations at word and phone levels. These results confirm that speech production of non-native speakers varies according to their L2 proficiency levels, even though they share the same L1 background. Furthermore, they will contribute to improve non-native speech recognition performance of ASR-based English language educational system for Korean learners of English.

• 영어어문교육
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• 제11권4호
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• pp.189-208
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• 2005

The purpose of this study is to investigate knowledge and use of English collocations in their relation to Korean college students' general English proficiency and writing abilities. Participants in the present study were 203 Korean college students. Their knowledge and use of English collocations were measured by a self-designed collocation test and an essay writing test. The findings were as follows: First, there was a significant difference in students' knowledge of collocations according to their general English proficiency. Students' performance in the collocation test increased as their level of proficiency increased. Second, there was a significant difference in students' knowledge of collocations according to their writing abilities. Students showed better performance in the collocation test as their level of writing abilities increased. Third, there was a significant difference in students' use of collocations according to their writing abilities. Students' collocation use in the writing test increased as their level of writing abilities increased. Fourth, there was a strong relationship between the students' knowledge of collocations and their general English proficiency and between the students' use of collocations and their writing abilities. Pedagogical implications of the study and suggestions for further research were discussed on the basis of the research findings.

• 한국영어학회지:영어학
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• 제1권1호
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• pp.187-209
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• 2001

This study attempts to supplement what is known about the influence of prior knowledge on second language listening comprehension. To do so, the study examines the effect of prior knowledge and language proficiency on the ability of L2 listeners to understand texts. The purpose of an experiment was to determine the effect of topic familiarity on the L2 listening comprehension ability of subjects who varied in L2 listening proficiency level. The subjects (N=117) were selected from a population of college students enrolled in the Departments of English and Business in Korea. English listening proficiency levels were designated on the basis of TOEFL listening scores. Subjects listened twice each to texts (more familiar and less familiar). After listening to each text, a ten-item objective test was administered to test the subjects' comprehension of the information presented in the text. Objective tests were analyzed. using repeated measures analysis. A post hoc test was conducted to identify the means that were significantly different. This study yielded the following results: (1) subjects with high prior knowledge comprehended texts significantly better than did subjects with low prior knowledge; (2) the level of L2 listening proficiency had a significant effect on the L2 listening comprehension of texts, but there was no interaction between prior knowledge and the level of L2 listening proficiency.

• 한국산업보건학회지
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• 제30권1호
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• pp.58-66
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• 2020

Objectives: The objective of this study was to develop formaldehyde samples for quality control (QC) and to test the applicability of proficiency analytical testing in Korea. Methods: We made formaldehyde samples with certified standard solutions (formaldehyde in water or acetonitrile) and 2,4-dinitrophenylhydrazine (2,4-DNPH)-coated silicagel tubes. Four levels of formaldehyde concentration were tested for storage stability at room temperature and at 4℃ over three months. Analytical proficiency testing was performed with four or 36 institutes. Results: Formaldehyde sample tubes were easily made through the injection of standard solutions and the average efficiencies of recovery were 95-101%. The coefficients of variation (CV) of the formaldehyde samples were 1.39-2.55%. The recovery efficiencies fell between 90% and 110% at the concentration range of 1-10 ㎍/sample over three months storage at refrigerated and room temperature. The CVs were less than 5% in the proficiency analytical testing. By adjusted proficient ranges, 64% of the results of the second proficiency analytical testing were acceptable. Conclusions: The formaldehyde samples made by injection on 2,4-DNPH-coated silicagel tubes were stable and applicable for quality control.