Common European Framework of Reference for Language (CEFR) and Test of Proficiency in Korean (TOPIK)

Yunhee, Won

doi:10.1515/ijas-2016-0003

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…The interviews are audio-recorded and transcribed. For the assessment of the students' present proficiency, Common European Framework of Reference (CEFR) guidelines on writing and speaking (Alderson, 2017;Won, 2016) are adopted after some adjustments that are made to suit the Balinese situation.…”

Section: Methodsmentioning

confidence: 99%

The Relation of Balinese EFL Learners’ Prior Learning Experience and Present Proficiency

Pratiwi

2020

Lingua Cultura

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The research tried to shed light on the relation of prior learning experience and motivation in shaping the learners’ proficiency. It investigated the importance of prior learning experience and the role of motivation in learning development. This needed to investigate further to find out how positive and negative prior learning experience with intrinsic and extrinsic motivation determined the way the students, value their phase of learning, and the relation with their present proficiency. From the empirical study of the Balinese EFL learners, there were threetypes of learners based on the prior learning experience and the role of intrinsic and extrinsic motivation. The first type consisted of the learners who had positive prior learning experience, had high intrinsic motivation, and gained high proficiency in their present study; the second type was those who had low intrinsic motivation but changed into high intrinsic motivation due to the extrinsic motivation; the third type was the learners who had negative prior learning experience, low intrinsic motivation, and resulted in low proficiency. In total, 15 students ranging from 19–23 years old (4 males and 11 females) voluntarily participated in the test and interview. Through the in-depth interview, it is found that the positive prior learning experience and high intrinsic motivation motivate the students and lead them to higher proficiency. However, demotivation and a low level of proficiency can occur from the negative prior learning experience and low intrinsic motivation.

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Section: Methodsmentioning

confidence: 99%

The Relation of Balinese EFL Learners’ Prior Learning Experience and Present Proficiency

Pratiwi

2020

Lingua Cultura

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“…Pierre took TOPIK II in 2016, and received a score of 280. In TOPIK II, those who earn a score of more than 230 out of a total possible 300 are assigned the sixth grade—the highest level in the entire TOPIK and the equivalent of C2 level (the highest level of the Common European Framework of Reference) (Won, 2016). TOPIK II measures listening, reading, and writing proficiency.…”

Section: Methodsmentioning

confidence: 99%

A native-like adult L2 Korean learner’s agentive acquisition of Korean relative clauses

Kang

2020

International Journal of Bilingualism

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Aims and objectives: Despite considerable interest in second language (L2) relative clauses (RCs)—one of the most difficult grammatical structures to learn—and in learner agency, few research efforts have been made to investigate how the latter informs the acquisition of the former. The current study looks at a native-like adult L2 Korean learner’s comprehension/production of Korean RCs and the trajectory of his acquisition of the RCs. Methodology: The research instruments consisted of RC comprehension/production tasks and autobiographic interviews. Data and analysis: The L2 learner’s responses in the comprehension task and those in the production task (audio-recorded) were reviewed for their accuracy. The processes of analyzing the interview data involved labeling themes/concepts forming from the data and interlinking categories to create larger, more general categories. Findings: The results indicated that the L2 learner’s performance on the tasks was native-like, and that he had actively exercised his learner agency which had dynamically interacted with context to achieve such native-likeness. Originality: This study distinguishes itself from the few previous studies on exceptional adult L2 learners by focusing on grammatical competence in relation to agency. Significance: The current interpretive study—which used autobiographical interviews to examine the dynamic trajectory of L2 RC acquisition—indicates the importance of an L2 learner’s agency.

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“…South Korea also tried to accommodate CEFR but found it difficult to adopt as a current form [23,24] . Other Asian countries experienced similar cultural challenges and developed their own modified CEFR version including Malaysia's CEFR-M, Vietnam's CEFR-V, China's Standard of English.…”

Section: Cefr's Cultural Challengementioning

confidence: 99%

Learning Japanese Using Sail App at A British University

Winch,

Asabe,

Ono

2023

J Mod Educ Res

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Objective: This study investigates if the Sail App Japanese speaking at least once a week for 25 minutes with native speakers enhance their speaking and listening ability in three months. Methods: Fourteen undergraduate students (Ab Initio, Intermediate and Advanced Japanese level) who studied Japanese language at University of Sussex in the 2020/21 used Sail App to practice speaking Japanese with native Japanese speakers who were registered Sail App users living in Japan. Sussex students were asked to have a total of 6 speaking and listening skills evaluations by 5 Japanese native speakers who were also Helte Co Ltd staff. The 5 Japanese native speakers evaluated 14 students on 4 occasions (the initial baseline evaluation, the second month, and the third month and final evaluation). The students also self-evaluated of their listening and speaking skills on 2 occasions (the initial baseline evaluation and the final evaluation). Results: After three months, only 1 student completed all 6 evaluations and 3 students completed 4 native speakers’ evaluations by Helte Co Ltd staff. The majority of students’ speaking ability remained unchanged. However, the perception discrepancies of speaking and listening skills between Sussex students and Japanese native speakers were found. Conclusion: The majority of Ab Initio and Intermediate level students had a tendency to evaluate their listening and speaking skills higher than those by native Japanese speakers. As their level of language went higher, this discrepancy became smaller.

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Common European Framework of Reference for Language (CEFR) and Test of Proficiency in Korean (TOPIK)

Cited by 4 publications

References 1 publication

The Relation of Balinese EFL Learners’ Prior Learning Experience and Present Proficiency

The Relation of Balinese EFL Learners’ Prior Learning Experience and Present Proficiency

A native-like adult L2 Korean learner’s agentive acquisition of Korean relative clauses

Learning Japanese Using Sail App at A British University

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