• English Language & Literature Teaching
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• v.17 no.1
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• pp.101-124
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• 2011

This paper investigated the relationships among Korean EFL learners' listening anxiety, listening strategy use, and listening proficiency. One hundred and forty four Korean college students who were enrolled in the required practical English classes participated in this study. Questionnaires related to students' listening strategy use and listening anxiety were administered and a TOEIC listening comprehension test was given to measure the students' listening proficiency. The one-way ANOVA was used to analyze the data. The findings of this study are that the students' listening performance is positively correlated with their strategy use and negatively correlated with their anxiety level, and their strategy use is negatively correlated with their anxiety level. The results suggest that successful learning will occur when anxiety is reduced and when the use of strategies is encouraged more often. The pedagogical implications for EFL educators and teachers are described.

• English Language & Literature Teaching
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• v.7 no.2
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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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• v.18 no.3
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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.

• Korean Journal of Air-Conditioning and Refrigeration Engineering
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• v.12 no.11
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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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.18-27
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• 2020

This study compared and analyzed the results of proficiency testing between testers based on the international standard ISO/IEC 17043 proficiency testing requirements using ISO/IEC 25023 software quality characteristics evaluation. Application of the test was submitted to the KASTO as a software test in the electric test field defined by KOLAS. Among ISO/IEC 25023, the evaluation items for proficiency testing between testers were selected as functional completeness and time behavior. The comparison test between testers was carried out on May 28, 2019 at the accredited LG Electronics SW Laboratory in Seoul and attended by KOLAS assessors. The test evaluation method was measured once per tester with functional completeness, and measurement was repeated 10 times per tester according to time behavior. As a result, in the case of functional completeness, all 12 test steps were passed, and the satisfaction was evaluated. Time behavior was repeated 10 times, and the mean was 9.45 ± 0.01 seconds for testers 1 and 3 and 9.52 ± 0.0 seconds for tester 2, but there was no statistically significant difference. In conclusion, the proficiency of the testers was equal, and the reliability of the test results of the test institute was confirmed.

• Proceedings of the KSR Conference
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• 2007.05a
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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.

• Analytical Science and Technology
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• v.15 no.5
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• pp.433-438
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• 2002

Trace elements in two air filters (V-50, P-50) artificially loaded with urban dust provided from IAEA were determined non-destructively using instrumental neutron activation analysis. Standard reference material (Urban Particulate Matter, SRM 1648) of National Institute of Standard and Technology was used for analytical quality control. About 20 elements in both of loaded filter samples were determined. To evaluate inter-laboratory comparison and proficiency test, analytical data were statistically treated with the results which collected from 49 laboratories, 40 countries participated in this study using neutron activation analysis, particle induced X-ray emission, inductively coupled plasma mass spectroscopy, etc,. From the results of statistical treatment, Z-scores are within ${\pm}2$. Furthermore, accuracy and precision of obtained analytical values are passed according to the criteria of the proficiency test. Consequently, it was proved that analytical quality for air dust samples being performed has been controlled properly.

• English Language & Literature Teaching
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• v.17 no.2
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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.

• Journal of Korean language education
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• v.29 no.1
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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.

• English Language & Literature Teaching
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• v.18 no.1
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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.