Tae‐Il Pae
Biographic Data
| ID | 5435067 |
|---|---|
| NAME | Tae‐Il Pae |
| GIVEN NAMES | Tae‐Il |
| FAMILY NAME | Pae |
| SIGNATURE | PAE T I |
| AFFILIATIONS | Yeungnam University |
| ORCID | 0000-0003-4493-8773 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
The moderating effects of L2 proficiency on the relationship between reading and writing in L2 and across L1 and L2
The present study aimed to examine the relationships between reading and writing, and the role of L2 proficiency in moderating these relationships, among 8th and 11th graders in South Korea. A total of 257 eighth and 322 eleventh graders learning English as a foreign language participated in Study 1 and Study 2, respectively. The findings indicated that (1) reading and writing have a two‐way relationship regardless of grade levels, (2) a two‐way …
Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing
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 si…
A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing
This study examines relations between the first language (L1) and second language (L2) in reading and writing for 211 upper middle school Korean students learning English as a foreign language. Results using path analysis suggest that L1 ability is a significant independent predictor of L2 ability in both reading and writing, providing evidence of interdependent relations between L1 and L2 operations in receptive and productive skills. Results al…
Skill-based L2 Anxieties Revisited
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 unan…
Causes of gender DIF on an EFL language test
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 …
Second Language Orientation and Self-Determination Theory
The purpose of the present study is two-fold. First, the present study examines statistical similarity between the integrative and instrumental orientation and Self-Determination Theory subtypes of motivation using chi-square invariance test. Second, based on the results of the chi-square invariance test, the present study further investigates the structural relationships among factors affecting second language achievement. Results of the chi-squ…
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…
DIF for examinees with different academic backgrounds
The purpose of the present study was to investigate differential item function (DIF) on the English subtest of the 1998 Korean National Entrance Exam for Colleges and Universities for examinees with different academic backgrounds (i.e., Humanities vs. Sciences) using the Item Response Theory (IRT) Likelihood Ratio (LR) approach. The English subtest consisted of a total of 55 items, which comprised the subscales of Listening Comprehension and Read…
Gender effect on reading comprehension with Korean EFL learners
A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing
This study examines relations between the first language (L1) and second language (L2) in reading and writing for 211 upper middle school Korean students learning English as a foreign language. Results using path analysis suggest that L1 ability is a significant independent predictor of L2 ability in both reading and writing, providing evidence of interdependent relations between L1 and L2 operations in receptive and productive skills. Results al…
Second Language Orientation and Self-Determination Theory
The purpose of the present study is two-fold. First, the present study examines statistical similarity between the integrative and instrumental orientation and Self-Determination Theory subtypes of motivation using chi-square invariance test. Second, based on the results of the chi-square invariance test, the present study further investigates the structural relationships among factors affecting second language achievement. Results of the chi-squ…
Gender effect on reading comprehension with Korean EFL learners
Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing
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 si…
DIF for examinees with different academic backgrounds
The purpose of the present study was to investigate differential item function (DIF) on the English subtest of the 1998 Korean National Entrance Exam for Colleges and Universities for examinees with different academic backgrounds (i.e., Humanities vs. Sciences) using the Item Response Theory (IRT) Likelihood Ratio (LR) approach. The English subtest consisted of a total of 55 items, which comprised the subscales of Listening Comprehension and Read…
Gender effect on reading comprehension with Korean EFL learners
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…
Second Language Orientation and Self-Determination Theory
The purpose of the present study is two-fold. First, the present study examines statistical similarity between the integrative and instrumental orientation and Self-Determination Theory subtypes of motivation using chi-square invariance test. Second, based on the results of the chi-square invariance test, the present study further investigates the structural relationships among factors affecting second language achievement. Results of the chi-squ…
Causes of gender DIF on an EFL language test
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 …
Skill-based L2 Anxieties Revisited
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 unan…
A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing
This study examines relations between the first language (L1) and second language (L2) in reading and writing for 211 upper middle school Korean students learning English as a foreign language. Results using path analysis suggest that L1 ability is a significant independent predictor of L2 ability in both reading and writing, providing evidence of interdependent relations between L1 and L2 operations in receptive and productive skills. Results al…
Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing
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 si…
The moderating effects of L2 proficiency on the relationship between reading and writing in L2 and across L1 and L2
The present study aimed to examine the relationships between reading and writing, and the role of L2 proficiency in moderating these relationships, among 8th and 11th graders in South Korea. A total of 257 eighth and 322 eleventh graders learning English as a foreign language participated in Study 1 and Study 2, respectively. The findings indicated that (1) reading and writing have a two‐way relationship regardless of grade levels, (2) a two‐way …
Psychology (9 works) · EFL/ESL Teaching and Learning (6 works) · Linguistics (6 works) · Mathematics education (5 works) · Reading comprehension (5 works) · Developmental psychology (4 works) · Foreign language (4 works) · Computer Science (3 works) · Differential item functioning (3 works) · Item analysis (3 works)