An HLM Approach in the Assessment of Individual Reading Growth

배태일(Tae-Il Pae) 한국외국어교육학회 2003 Foreign languages education Vol.10 No.3

This paper examined individual growth in English reading strategy using HLM (Hierarchical Linear Models) technique. Data utilized in the current study were SCRI (South Carolina Reading Initiative) project, and 7213 score records of reading strategy nested within 184 elementary students were fitted to a series of HLM models. Results of the HLM analysis indicated that students' initial status in reading strategy was significantly related to students' Socio Economic Status (SES). Students' status in gender and race did not make a significant prediction on students' initial ability in reading strategy. As for growth rate in reading strategy, however, there was no significant relationship between SES and students' growth rate in reading strategy across two years. Instead, students' growth rate in reading strategy was significantly related to students' status in gender and SCRI treatment.

영어 능숙도, 작용기억력, 메타인지, 영어 쓰기, 한국어 읽기가 사실적 및 추론적 영어 읽기에 미치는 영향 연구

배태일 ( Pae¸ Tae-il ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.2

The present study reports on the effects of English proficiency, working memory, meta-cognition, English writing, and Korean reading on English literal and inferential reading. To this end, a total of 256 high school students participated in the study, and the relationships between the predictors and English reading were analyzed using structural equation modeling. Results of the study indicate that Korean literal reading, English proficiency, and working memory made a significant impact on English literal reading, whereas English narrative writing and meta-cognition failed to explain the significant proportions of variances in English literal reading. For English inferential reading task, Korean inferential reading, English argumentative writing, English proficiency, and meta-cognition significantly affected English reading, while working memory made a non-significant effect on English reading. Pedagogical implications were provided.

학습자의 영어 능력 수준 및 과업의 인지적 복합도에 따른 효율적인 언어 기능 연계 지도 방안 연구

배태일 ( Pae Tae-il ) 한국중등영어교육학회 2018 중등영어교육 Vol.11 No.4

The purpose of the present study is to investigate the most effective integrative methods for the teaching of English reading and writing skills across learners’ English ability level and tasks’ cognitive demands. To this end, a total of four research questions were posed, and answers to the research questions were examined using a total of 313 Korean second grade middle school learners of English. Results of the path analysis demonstrate that for the learners with a lower level of English proficiency the most effective way of teaching English reading and writing was a connection between L1 and L2 reading regardless of the tasks’ cognitive complexity. On the other hand, an integration between English reading and writing skill was found to be the most effective for the learners with a higher level of English proficiency regardless of the tasks’ cognitive complexity. Implications were also discussed.

영어 능숙도 및 쓰기 주제에 따른 영어 쓰기에 영향을 미치는 요인 연구

배태일 ( Pae Tae-il ) 글로벌영어교육학회 2022 Studies in English education Vol.27 No.1

The present study reports on the moderating effects of English proficiency and writing topics on the model of EFL writing. A total of 68 university students participated in the present study, and data were analyzed using a series of multiple regression. Results of the study indicate that for the lower English proficiency group, English grammar, vocabulary, and writing anxiety made a significant prediction on English writing about every-day life, while English grammar, vocabulary, writing anxiety, and perceptions of feedback significantly affected English writing about climatic change. However, for the higher proficiency group, English grammar, vocabulary, knowledge about textual organization and logical flow, and writing anxiety explained a significant proportion in the variances in English writing about every-day life, whereas English writing about climatic change was significantly accounted for by English grammar, vocabulary, reading-writing connection strategy, knowledge about textual organization & logical flow, and writing anxiety. The results were discussed in terms of previous literature, and pedagogical implications were given.

전공 계열이 한국 대학생들의 영어 학습 동기에 미치는 영향 분석¹⁾

배태일 ( Pae Tae-il ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.4

The present study investigated the effects of college major on Korean university students` motivation to learn English as a foreign language. To this end, three research questions were formulated and these questions were empirically examined through ANOVA and multiple regression analyses using a total of 701 junior level university students distributed across three specialization areas (i.e., humanities, sciences, and arts). Results of the present study showed the following findings: 1) there were significant differences between the three specialization groups in intrinsic motivation, perceptions of English competence, English anxiety, and ideal L2 self, 2) for the humanities majors, desire to learn English was a significant predictor of intention to study English and ideal L2 self, 3) for the sciences majors, intrinsic motivation and motivational intensity were found to predict learners` intention to study English and ideal L2 self, and 4) for the arts majors, desire to learn English was the significant predictor. Group differences in term of the change in motivational process were also examined. Implications of the present findings were provided.

한국 대학생들의 영어 말하기 능력에 미치는 요인 분석

배태일(Pae, Tae-Il) 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.1

This study reports on the analysis of the structural relationships among the factors affecting English speaking ability of Korean university students. A total of 352 Korean university students were sampled and were asked to fill out a questionnaire. Speaking ability of these students was measured by the OPI. In view of previous literature, a total of six factors were targeted in the present study, and the structural relationships between these factors and speaking ability were analyzed through structural equation modeling (SEM). Results of the SEM analysis showed that out of the six factors, only three factors (i.e., students' perceived English competence, students' level of English anxiety, and positive attitudes to learn English) made a direct influence on the students' speaking ability. It was also found that students' perceived English competence, English anxiety, positive attitudes, class environments, and social support made a significant direct impact on the students' willingness to communicate in English. However, there was no significant relationship between students' willingness to communicate in English and their English speaking ability. Theoretical as well as pedagogical implications are discussed.

작용기억력, 메타인지가 영어 어휘와 영어 독해에 미치는 영향 연구

배태일 ( Pae¸ Tae-il ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.4

The present study was designed to examine the effects of working memory and meta-cognition on the learning of English vocabulary and English reading. To achieve this research purpose, the structural relationships between short-term working memory, complex working memory, meta-cognitive awareness, knowledge of text characteristics, English vocabulary, and English reading comprehension were analyzed based on path analysis utilizing a total of 134 Korean second grade high school students. The results of the path analysis indicated that while short-term working memory made a significant impact on English vocabulary, complex working memory made a significant contribution to both English vocabulary and English reading. Instead, short-term working memory influenced English reading indirectly through English vocabulary. Regarding the roles of meta-cognition, it was found that meta-cognitive awareness significantly affected English vocabulary, whereas knowledge of text characteristics made a significant prediction of English reading. These results were discussed in terms of previous research, and implications were provided.

영어 어휘 학습 전략과 영어 어휘 성취 사이의 구조 관계 분석

배태일(Pae Tae Il) 팬코리아영어교육학회(구 영남영어교육학회) 2014 영어교육연구 Vol.26 No.4

This study analyzed the structural relationships between English vocabulary learning strategies and English vocabulary accomplishment as well as the effects of background knowledge on these relationships using 240 university students learning English as a foreign language in Korea. The study participants consisted of 142 English majors and 98 non-English majors. English vocabulary accomplishments were measured by vocabulary levels test developed by Nation and colleagues. Results of a series of multiple regression analyses showed that only two (i.e., determination and deep processing strategy) out of a total of six vocabulary learning strategies entered in the regression model explained a significant proportion of the variances associated with students' English vocabulary accomplishment. The present study also verified that students' background knowledge worked as a confounding variable moderating the relationships between vocabulary learning strategies and vocabulary accomplishment. A subsequent path analysis utilizing LISREL program showed that determination and deep processing strategy made a direct impact on students' English vocabulary accomplishment, whereas social, memorization, cognitive and metacognitive strategies indirectly influenced students' English vocabulary accomplishment through determination strategy and/or deep processing strategy. Theoretical as well as pedagogical implications are provided.

국가수준 영어 학업성취도에 미치는 요인 분석

배태일(Pae, Tae-Il) 팬코리아영어교육학회(구 영남영어교육학회) 2012 영어교육연구 Vol.24 No.1

The present study was designed to provide empirical answers to the following research questions: 1) What are the predictors that explain significant proportions of the variance in English achievement for middle school students? 2) What is the structural relationship between the factors identified in research question 1? 3) What are the predictors that explain significant proportions of the variance in English achievement for high school students? 4) What is the structural relationship between the factors identified in research question 3?, and 5) Are there any structural differences in the structural model of English achievement across middle and high school students? Results of multiple regression analyses indicate that variables, such as Parents’ Educational Status, Competition, Avoidance, Intrinsic Motivation, Meaningful Learning, Self-confidence, Enjoyment, Pragmatic Orientation, and Materials, explained a significant proportion of variance in English achievement both for middle and high school students. However, results of structural equation modeling (SEM) analyses showed that out of the eight latent variables entered in the SEM analyses only four latent variables made a significant direct effect on the English achievement across middle and high school students. These results were further discussed in terms of pedagogical implications.

Integrative Motivation Revisited: The Case of Korean Learners of English

Tae-Il Pae(배태일) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.4

  Gardner’s socio-educational model of second language acquisition has received substantial attention from L2 researchers. Several scholars, however, came to question the applicability of the model into foreign language learning (FLL) situations because Gardner’s model was based on studies that have utilized samples selected from Canada, which is presumed to be a typical context of second language learning (SLL). Therefore, the present study investigated the generalizability of Gardner’s socio-educational model into FLL situations by using two samples of Korean learners of English selected from the USA (i.e., ESL sample) and Korea (i.e., EFL sample). To this end, a multi-sample Structural Equation Modeling (SEM) analysis was performed to examine the factorial similarity of Gardner’s model across the ESL and EFL sample. Results of the SEM analysis indicated that the socio-educational model may also hold for learners of L2 in FLL situations. Further multi-sample analysis identified parameters that were not invariant across two samples of Korean learners of English, hence highlighting a call to fine-tune the Attitudes/Motivation Test Battery (AMTB) for use in the context of FLL.