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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 Reading Comprehension. Data were fitted with a modified three parameter logistic IRT model, and DIF was detected using both the Mantel-Haenszel procedure and the IRT likelihood ratio approach. To evaluate a baseline estimate of DIF due to chance, the entire DIF detection procedure was repeated, with the sample randomly divided in half. The results of the study identified 18 DIF items with 28 DIF parameters. DIF magnitude for each studied item is also provided. Results of a preliminary content analysis are discussed in terms of the relationships between DIF directions and item content. Implications and recommendations for future research are also addressed.

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-square invariance test evidence a statistical similarity between the instrumental orientation and external regulation, whereas similarity between the integrative orientation and intrinsic motivation did not reach the point of statistical significance. Results of the structural analyses demonstrate that intrinsic motivation was the strongest determinant of learners' self-confidence and motivation to learn a second language. It is also found that intrinsic motivation was only indirectly related to second language achievement through the mediating effects of motivation and self-confidence. Pedagogical implications are discussed.

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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 also indicate that L1 reading predicted L2 writing, but L1 writing did not predict L2 reading. L2 proficiency was also shown to be important. L2 proficiency made a greater contribution to L2 reading and writing operations than L1 ability did. Also, the relation between L1 and L2 writing skills but not reading skills was significantly moderated by L2 proficiency. The author discusses results in the context of existing theories about L1–L2 relations and highlights important implications for pedagogy and future research.