• 말소리와 음성과학
• /
• 제15권1호
• /
• pp.47-54
• /
• 2023

This study attempted to test the hypothesis that Korean evaluators can score L2 speech appropriately, even when speech rate features are unavailable. Two perception experiments-preliminary and main-were conducted sequentially. The purpose of the preliminary experiment was to categorize English-as-a-foreign-language (EFL) speakers into two groups-advanced learners and lower-level learners-based on the proficiency scores given by five human raters. In the main experiment, a set of stimuli was prepared such that the speech rate of all data tokens was modified to have a uniform speech rate. Ten human evaluators were asked to score the stimulus tokens on a 5-point scale. These scores were statistically analyzed to determine whether there was a significant difference in utterance production between the two groups. The results of the preliminary experiment confirm that higher-proficiency learners speak faster than lower-proficiency learners. The results of the main experiment indicate that under controlled speech-rate conditions, human raters can appropriately assess learner proficiency, probably thanks to the linguistic features that the raters considered during the evaluation process.

• 영어어문교육
• /
• 제9권1호
• /
• pp.153-171
• /
• 2003

The scores of TOEFL, TOEIC, and TEPS have been increasingly used for many purposes in Korea. In particular, these test scores are being used as a predictor for determining readiness for and success in college work, or as a measure of the testees' overall English proficiency. Nonetheless, studies have rarely proposed that the validity of the test scores is used for either purpose. As a preliminary step to explore the predictive validity of the test scores, we collected the scores of TOEFL, TOEIC, and TEPS from thirty students of a university as well as their cumulative grade point averages (GPAs). The correlations between the test scores and GPAs show that TOEFL will be most likely to have the highest validity coefficient as a predictor for determining success in college work as well as a measure of overall English proficiency. Although this study has a few limitations such as the small number of participants, their homogeneousness as a group, etc., it provides some insight into the use of the three tests for college admissions and measurement of overall English proficiency and suggests need for conducting further validation studies in these areas.

• 한국항공운항학회지
• /
• 제28권4호
• /
• pp.12-20
• /
• 2020

The purpose of this study was to analyze the face validity of the revised EPTA (English Proficiency Test for Aviation) to see if the tests actually contribute to the enhancement of aviation safety and achieve the purpose of the assessment. In order to reach the above objectives, 103 pilot test takers were surveyed, and nine in-depth interviewees were selected and interviewed. In addition, detailed research results were derived by dividing the participants into the pilot's flight experience (31 captain pilots, 42 first officer pilots, and 30 general commercial pilots). As a result, pilot participants were generally aware that EPTA was more reasonable because the revised EPTA properly implemented the aviation situation and gave participants motivation to learn aviation English. It was also seen that first officer pilots had a higher face validity of EPTA than captain and general commercial pilots. The reason was that first officer pilots considered air traffic control job was more important than other pilots did.

• International Journal of Advanced Culture Technology
• /
• 제11권3호
• /
• pp.156-162
• /
• 2023

The purpose of this study was to examine the effects of peer scaffolding on the writing fluency of English language learners. This study was intended to confirm that peer scaffolding in English as a foreign language (EFL) writing classes can improve students' English proficiency. An analysis of 20 EFL learners studying at a university in Gyeonggi Province was conducted based on the English Proficiency Test. In this study, 20 intermediate learners with similar proficiency levels were included in the sample. Randomly, 10 students were designated as members of the control group, and 10 students were designated as members of the experimental group. In the experimental group, students practiced essay writing, while a skilled student provided scaffolding for a less skilled student. A variety of tools were used to gather data, including tests, questionnaires, and interviews Statistical analyses of quantitative data were conducted using t-tests for independent samples, whereas analyses of qualitative data were conducted based on themes. Pre-test results indicated a significant value of sig. =0.87, which was higher than α = 0.05. According to the results of this study, the writing performance of both experimental and control groups of students was equal and homogeneous prior to treatment. However, there were significant differences between the writing of students in the two groups after the completion of the program. Due to the post-test analysis of the writing test, the test resulted in a sig. =0 .043, a value lower than α = 0.05. As a result, the experimental group participants showed a marked improvement in their writing abilities after treatment.

• International Journal of Contents
• /
• 제11권4호
• /
• pp.15-24
• /
• 2015

The purpose of this study was to investigate the effect of the use of video resources on improving listening comprehension. 86 students enrolled in a summer session at a Korean university participated in the study. They were assigned to one of three groups based on the results of their TOEIC test scores: 29 students were assigned to the low group, 29 students to the intermediate group, and 28 students to the advanced group. Each group studied the same lessons using authentic video materials. They were taught for 10 sessions over three weeks. The pre- and post-test design helped to determine whether authentic videos were effective in improving listening skills for all proficiency levels. In addition, a questionnaire investigated students' perceptions toward using video resources. Paired sample t-tests, ANOVAs, and an ANCOVA were utilized to identify significant differences. It was concluded that in the intermediate and advanced proficiency groups, the students' listening skills increased significantly after learning with videos. In addition, listening improvements among the intermediate and advanced students were much greater than those of the low proficiency group. As for students' perceptions toward using video resources for improving their English listening skills, they responded positively. Based on these findings, pedagogical implications are suggested, and future studies will be discussed.

• 아시아태평양코퍼스연구
• /
• 제2권1호
• /
• pp.35-45
• /
• 2021

With the wide spread of the Common European Framework of Reference (CEFR) scales, many studies attempt to apply them in routine teaching and rater training, while more evidence regarding criterial features at different CEFR levels are still urgently needed. The current study aims to explore complexity features that distinguish and predict CEFR proficiency levels in oral performance. Using a quantitative/corpus-based approach, this research analyzed lexical and syntactic complexity features over 80 transcriptions (includes A1, A2, B1 CEFR levels, and native speakers), based on an interview test, Standard Speaking Test (SST). ANOVA and correlation analysis were conducted to exclude insignificant complexity indices before the discriminant analysis. In the result, distinctive differences in complexity between CEFR speaking levels were observed, and with a combination of six major complexity features as predictors, 78.8% of the oral transcriptions were classified into the appropriate CEFR proficiency levels. It further confirms the possibility of predicting CEFR level of L2 learners based on their objective linguistic features. This study can be helpful as an empirical reference in language pedagogy, especially for L2 learners' self-assessment and teachers' prediction of students' proficiency levels. Also, it offers implications for the validation of the rating criteria, and improvement of rating system.

• 한국항해항만학회:학술대회논문집
• /
• 한국항해항만학회 2023년도 춘계학술대회
• /
• pp.19-20
• /
• 2023

IALA Guideline 1132 is intended to assist authorities in implementing the procedures described in IALA Recommendation R1012: VTS Communications with the objective of harmonizing VTS communications through the use of standard message structure and phraselogly. For this reason, it is recommended that VTS Authorities put adequate procedures in place to ensure its consistent and correct implementation for the actual VTS operation as is now being considered in IALA as part of the VTS English language proficiency test. In light of the 2022 publication of IALA Guideline 1132: VTS Voice Communications and Phraseology, in this sense, the potential evaluative variables will be studied in the context of this presentation.

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

• 영어어문교육
• /
• 제5호
• /
• pp.1-25
• /
• 1999

The objective of the present study was to model the relationships between language learning strategy use and language proficiency among the Asian (Korean, Japanese, and Taiwanese) students studying English in the United States. The instruments were a language learning strategy Questionnaire and the Institutional Testing Program Test of English as a Foreign Language (ITP TOEFL). Structural equation modeling was utilized to model the relationships between language learning strategies and language proficiency. The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language learning strategies. The metacognitive strategies appeared not to have direct relationships to the language skill factors, as was found in other studies (Purpura, 1996, 1997). The effects of the social and affective strategies were very small. They in combination could account about 1% and 4% of the variance of the listening and grammar/reading factors.

• 영어어문교육
• /
• 제17권1호
• /
• pp.165-190
• /
• 2011

This research investigates listening strategies and the relationship between the employment of strategy and listening proficiency of Korean EFL middle school students. One hundred and four middle school students (N = 104) participated in this study and their strategy use was assessed through a questionnaire adapted from Oxford's (1990) SILL and O'Malley and Chamot (1990). To measure listening proficiency, the English Listening Ability Test designed by 15 city and provincial offices of education in Korea was used. The results show that students employed a moderate use of strategies; compensation strategies were used most frequently and metacognitive strategies were used the least frequently. Significant differences were found in the use of implicit strategy among different listening proficiency groups, but not in their use of behavioral strategy. Furthermore, there were significant differences in the use of implicit memory, cognitive and compensation strategies among groups of students with different listening proficiencies, but not in their use of metacognitive strategy. The results from multiple regression analysis indicate that implicit strategy use could play an important role in listening comprehension. The findings suggest the need for additional research to explore the effect of listening strategy training for English language learners.