Gi‐Pyo Park
Biographic Data
| ID | 5435007 |
|---|---|
| NAME | Gi‐Pyo Park |
| GIVEN NAMES | Gi‐Pyo |
| FAMILY NAME | Park |
| SIGNATURE | PARK G P |
| AFFILIATIONS | Soonchunhyang University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 3 |
Factor Analysis of the Foreign Language Classroom Anxiety Scale in Korean Learners of English as a Foreign Language
This study examined the latent constructs of the Foreign Language Classroom Anxiety Scale (FLCAS) using two different groups of Korean English as a foreign language (EFL) university students. Maximum likelihood exploratory factor analysis with direct oblimin rotation was performed among the first group of 217 participants and produced two meaningful latent components in the FLCAS. The two components of the FLCAS were closely examined among the se…
Gender differences in the Foreign Language Classroom Anxiety Scale
Differential Item Functioning on an English Listening Test Across Gender
TESOL Quarterly invites readers to submit short reports and updates on their work. These summaries may address any areas of interest to Quarterly readers
Examining the relationship between differential item functioning and differential test functioning
The present study utilized both the IRT-LR (item response theory likelihood ratio) and a series of CFA (confirmatory factor analysis) multi-sample analyses to systematically examine the relationships between DIF (differential item functioning) and DTF (differential test functioning) with a random sample of 15 000 Korean examinees. Specifically, DIF was detected using the IRT-LR method and the cumulative effect of DIF on DTF was gauged by the mult…
Comparison of L2 Listening and Reading Comprehension by University Students Learning English in Korea
This study compared L2 listening comprehension with L2 reading comprehension in terms of the roles of linguistic knowledge, background knowledge, and question types among 168 university students learning English in Korea. The analyses ojthe data found that L2 listeners processed inferential information more easily than factual information, while the reverse was true for L2 readers. In addition, linguistic and background knowledge exerted signific…
Language Learning Strategies and English Proficiency in Korean University Students
This paper investigates the relationship between language learning strategies and L2 proficiency. Language learning strategies were measured by the Strategy Inventory for Language Learning (SILL, ESL/EFL Student Version), and L2 proficiency was determined by the Test of English as a Foreign Language (TOEFL) for 332 university students learning English in Korea. The findings of this study are: (1) the relationship between language learning strateg…
Language Learning Strategies and English Proficiency in Korean University Students
This paper investigates the relationship between language learning strategies and L2 proficiency. Language learning strategies were measured by the Strategy Inventory for Language Learning (SILL, ESL/EFL Student Version), and L2 proficiency was determined by the Test of English as a Foreign Language (TOEFL) for 332 university students learning English in Korea. The findings of this study are: (1) the relationship between language learning strateg…
Gender differences in the Foreign Language Classroom Anxiety Scale
Comparison of L2 Listening and Reading Comprehension by University Students Learning English in Korea
This study compared L2 listening comprehension with L2 reading comprehension in terms of the roles of linguistic knowledge, background knowledge, and question types among 168 university students learning English in Korea. The analyses ojthe data found that L2 listeners processed inferential information more easily than factual information, while the reverse was true for L2 readers. In addition, linguistic and background knowledge exerted signific…
Language Learning Strategies and English Proficiency in Korean University Students
This paper investigates the relationship between language learning strategies and L2 proficiency. Language learning strategies were measured by the Strategy Inventory for Language Learning (SILL, ESL/EFL Student Version), and L2 proficiency was determined by the Test of English as a Foreign Language (TOEFL) for 332 university students learning English in Korea. The findings of this study are: (1) the relationship between language learning strateg…
Comparison of L2 Listening and Reading Comprehension by University Students Learning English in Korea
This study compared L2 listening comprehension with L2 reading comprehension in terms of the roles of linguistic knowledge, background knowledge, and question types among 168 university students learning English in Korea. The analyses ojthe data found that L2 listeners processed inferential information more easily than factual information, while the reverse was true for L2 readers. In addition, linguistic and background knowledge exerted signific…
Examining the relationship between differential item functioning and differential test functioning
The present study utilized both the IRT-LR (item response theory likelihood ratio) and a series of CFA (confirmatory factor analysis) multi-sample analyses to systematically examine the relationships between DIF (differential item functioning) and DTF (differential test functioning) with a random sample of 15 000 Korean examinees. Specifically, DIF was detected using the IRT-LR method and the cumulative effect of DIF on DTF was gauged by the mult…
Differential Item Functioning on an English Listening Test Across Gender
TESOL Quarterly invites readers to submit short reports and updates on their work. These summaries may address any areas of interest to Quarterly readers
Gender differences in the Foreign Language Classroom Anxiety Scale
Factor Analysis of the Foreign Language Classroom Anxiety Scale in Korean Learners of English as a Foreign Language
This study examined the latent constructs of the Foreign Language Classroom Anxiety Scale (FLCAS) using two different groups of Korean English as a foreign language (EFL) university students. Maximum likelihood exploratory factor analysis with direct oblimin rotation was performed among the first group of 217 participants and produced two meaningful latent components in the FLCAS. The two components of the FLCAS were closely examined among the se…
Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Developmental psychology (4 works) · Mathematics education (3 works) · Psychometrics (3 works) · Active listening (2 works) · Anxiety (2 works) · Communication (2 works) · Confirmatory factor analysis (2 works) · Differential item functioning (2 works)