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The present study examined the complex structural relationships between the factors that influence L2 writing in more and less cognitively demanding tasks. To this end, 298 10th graders were recruited from a local high school in Korea. Participants completed tasks measuring L1 and L2 writing skills, L2 reading comprehension, L2 proficiency, L2 motivation, and L2 anxiety. Data were analyzed using structural equation modeling based on a total of six sets of instruments. The results showed that for less cognitively demanding literacy tasks, L1 narrative writing skill, L2 proficiency and L2 writing anxiety had a direct impact on L2 narrative writing. L2 motivation had an indirect impact on L2 narrative writing through L2 proficiency. For more cognitively demanding tasks, L1 argumentative writing, L2 inferential reading, L2 proficiency, and L2 writing anxiety showed direct association to L2 argumentative writing. L2 motivation had an indirect effect on L2 argumentative writing through L2 proficiency and L2 inferential reading skill. These results suggest that differential sets of factors are working in tandem along the pathways to successful performance in more and less cognitively demanding literacy tasks.
Kyung Ja Kim; Tae-Il Pae. Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing. Discourse Processes 2021, 58, 662 -680.
AMA StyleKyung Ja Kim, Tae-Il Pae. Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing. Discourse Processes. 2021; 58 (7):662-680.
Chicago/Turabian StyleKyung Ja Kim; Tae-Il Pae. 2021. "Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing." Discourse Processes 58, no. 7: 662-680.
The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.
Kyung Ja Kim; Tae-Il Pae. Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach. Sustainability 2018, 11, 16 .
AMA StyleKyung Ja Kim, Tae-Il Pae. Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach. Sustainability. 2018; 11 (1):16.
Chicago/Turabian StyleKyung Ja Kim; Tae-Il Pae. 2018. "Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach." Sustainability 11, no. 1: 16.
This study systematically examines the moderating effects of task type and L2 proficiency on the relationship between L1 and L2 simultaneously across reading and writing tasks with different levels of cognitive complexity. Main and moderating effects were evaluated through structural equation modeling analyses. First, both L1 skills and L2 proficiency were significant independent predictors of L2 reading and writing performance across tasks with different levels of cognitive complexity. Second, L2 proficiency had a much greater effect on L2 reading and writing performance across tasks with different cognitive loads than L1 skills. Third, the strength of the relationship between less cognitively demanding L1 and L2 reading tasks showed no significant difference between the low- and high-L2-proficiency groups. Fourth, the strength of the relationship between more cognitively demanding L1 and L2 reading tasks showed a significant difference between the low- and high-L2-proficiency groups. Fifth, the strength of the relationship between L1 and L2 writing tasks with different levels of cognitive complexity varied significantly depending on the level of L2 proficiency. These results are discussed theoretically and pedagogically.
Tae-Il Pae. EFFECTS OF TASK TYPE AND L2 PROFICIENCY ON THE RELATIONSHIP BETWEEN L1 AND L2 IN READING AND WRITING. Studies in Second Language Acquisition 2017, 40, 63 -90.
AMA StyleTae-Il Pae. EFFECTS OF TASK TYPE AND L2 PROFICIENCY ON THE RELATIONSHIP BETWEEN L1 AND L2 IN READING AND WRITING. Studies in Second Language Acquisition. 2017; 40 (1):63-90.
Chicago/Turabian StyleTae-Il Pae. 2017. "EFFECTS OF TASK TYPE AND L2 PROFICIENCY ON THE RELATIONSHIP BETWEEN L1 AND L2 IN READING AND WRITING." Studies in Second Language Acquisition 40, no. 1: 63-90.
This study presents findings on three research agendas: (1) the difference between native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in students’ attitudes toward and motivation for learning English, (2) the moderating effect of the type of class (i.e., English Conversation vs. Practical English) on the difference in students’ perceived attitudes and motivation, and (3) the difference between NESTs and NNESTs in their self-perception of their teaching practices and the effect of the type of class on this difference. The results indicate significant differences between NESTs and NNESTs in terms of their students’ perceived attitudes and motivation with respect to English learning. However, these differences varied depending upon the type of class. These results provide empirical support for the role of the type of class as a variable moderating the effect of the difference between NESTs and NNESTs on students’ attitudes and motivation. In addition, the type of class moderated teachers’ self-perception of their own teaching practices, providing support for the moderating effect of the type of class on various measures and samples. Theoretical as well as pedagogical implications are discussed.
Tae-Il Pae. Effects of the differences between native and non-native English-speaking teachers on students’ attitudes and motivation toward learning English. Asia Pacific Journal of Education 2016, 37, 163 -178.
AMA StyleTae-Il Pae. Effects of the differences between native and non-native English-speaking teachers on students’ attitudes and motivation toward learning English. Asia Pacific Journal of Education. 2016; 37 (2):163-178.
Chicago/Turabian StyleTae-Il Pae. 2016. "Effects of the differences between native and non-native English-speaking teachers on students’ attitudes and motivation toward learning English." Asia Pacific Journal of Education 37, no. 2: 163-178.
Recently, research in foreign language anxiety has extended to the examination of more language-skill-specific anxieties. Existing research findings on the language-skill-specific anxieties indicate a consistent negative relationship between individual skill-based anxieties (e.g. listening anxiety) and more general foreign language classroom anxiety. Regardless of the rich documentation surrounding this issue, some important questions remain unanswered. The present study was conducted to provide empirical answers to the following two unresolved issues: (i) the relationship between the four skill-based anxieties, and (ii) the relation of the skill-based anxieties to general foreign language classroom anxiety. A series of chi-square difference tests based on a sample of 229 Korean English as a foreign language students evidenced that all four skill-based L2 anxieties were statistically distinguishable from each other. Moreover, multiple regression analyses demonstrated that all four made an independent contribution to general classroom anxiety. Implications for researchers and practitioners are presented.
Tae-Il Pae. Skill-based L2 Anxieties Revisited: Their Intra-relations and the Inter-relations with General Foreign Language Anxiety. Applied Linguistics 2012, 34, 232 -252.
AMA StyleTae-Il Pae. Skill-based L2 Anxieties Revisited: Their Intra-relations and the Inter-relations with General Foreign Language Anxiety. Applied Linguistics. 2012; 34 (2):232-252.
Chicago/Turabian StyleTae-Il Pae. 2012. "Skill-based L2 Anxieties Revisited: Their Intra-relations and the Inter-relations with General Foreign Language Anxiety." Applied Linguistics 34, no. 2: 232-252.
This study tracked gender differential item functioning (DIF) on the English subtest of the Korean College Scholastic Aptitude Test (KCSAT) over a nine-year period across three data points, using both the Mantel-Haenszel (MH) and item response theory likelihood ratio (IRT-LR) procedures. Further, the study identified two factors (i.e. reading strategy and perceived interest) that explained a portion of the variance in the magnitude of gender DIF via a series of multiple linear regression analyses. The results indicated (1) an interaction between item type and gender DIF and (2) a significant relationship between gender differences in the examinee’s perceived interest in test items and the magnitude of gender DIF. The study discusses the results based on previous DIF research and presents pedagogical implications and some avenues for further research.
Tae-Il Pae. Causes of gender DIF on an EFL language test: A multiple-data analysis over nine years. Language Testing 2012, 29, 533 -554.
AMA StyleTae-Il Pae. Causes of gender DIF on an EFL language test: A multiple-data analysis over nine years. Language Testing. 2012; 29 (4):533-554.
Chicago/Turabian StyleTae-Il Pae. 2012. "Causes of gender DIF on an EFL language test: A multiple-data analysis over nine years." Language Testing 29, no. 4: 533-554.