Research
Grant Program
연구지원프로그램

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ITSC GROUP과 한국지텔프는 영어평가와 교육 분야의 연구를 통해
평가방법의 개선 및 교육 측정 분야의 발전을 꾀하고, 영어언어교육,
학술출판, 국제학술교류, 기타 학술적 소통 방법 등에 대한
연구 및 프로젝트에 전폭적인 지원을 통해 영어평가 등 관련 이슈 개선에
심혈을 기울이고 있습니다.

연구자에게 고품질 영어 평가 및 측정의 매핑 등의 시야를 확장할 수 있는
다양하고 풍부한 기회를 제공하기 위하여 관련 전공자들을 대상으로
연구 지원 프로그램인 Research Grant Program을 진행합니다.

ITSC GROUP and G-TELP KOREA are deeply committed to
improving English assessment(s) and other related issues by
providing full support to rigorous research studies and
projects on English Linguistic and Education, academic
publishing, international academic exchanges, and other
methods of scholarly communication. We aim to give diverse
and rich opportunities to all scholars and researchers to
expand their horizons in mapping, evaluating and advancing
high-quality English assessments and measurements both
nationwide and worldwide.

목적제목

혁신적인 영어 숙련도 시험 및 평가에 대한
접근성, 실용성, 신뢰성 있는 정보 및 지식을
보급

To disseminate accessible, practical, authentic
information and knowledge on innovative English
proficiency testing and assessment(s)

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영어 교육에 새로운 길을 제시하고
전문 연구원의 학업 역량을 극대화
할 수 있도록 지원

To help maximize academic capabilities of professional
researchers to build new pathways in Second (Foreign)
Language Acquisition and English education

G-TELP 시험에 대한 다양한
논문 활동을 지원

To evaluate the reliability and validity of General Tests of
English Language Proficiency (G-TELP)

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3번제목
대학교
University
  • 1. 전국 대학 전임교원
  • 2. 석박사 과정 대학원생
  • *공통 : 영어영문, 언어학 영어교육 등 관련분야 전공
  • 1. Full-time faculty at a four-year university
  • 2. Graduate/postgraduate student
  • * Major requirements applicable to all candidates: English Learning and Testing, Second/Foreign
    Language Assessment, or other related field
초중고
School

전국 초중고 교사

Elementary, middle, and high school teachers

지원기간
Application
period

상시 지원 가능

No set deadline (Applications will be accepted at any time during the year.)

대상분야
Field

지텔프와 관련된 영어평가 및 영어교육분야

Any topics related to G-TELP tests would be acceptable and any suggestions would be appreciated.

권장주제
Suggested
Research
Topics
    • - Relationships Between the Perceptions and Attitudes of Learners Towards G-TELP and Their G-TELP Scores
    • - Effects of Ability Grouping in G-TELP Classes on Academic Achievement
    • - Does G-TELP as a University Exit Test Ensure Higher Employability in Korea?
    • - The Case of Korea: Perceptions of College Students About the Use of the G-TELP Tests as a Condition of Graduation
    • - Studies on Validity of G-TELP Based on a Comparison of TOEFL, TOEIC, and IELTS
    • - Studies on Validity of G-TELP Speaking and Writing in Comparison with TOEIC Speaking and Writing
    • - Comparative Analysis Between different English Exams: G-TELP, TOEFL, TOEIC, IELTS
    • - A Comparability Study on G-TELP Speaking/Writing and TOEIC Speaking/Writing
    • - A Study of the Effects of the G-TELP Course on Test-takers’ G-TELP Scores
    • - G-TELP as measures of Students’ Progress in G-TELP Preparation Courses
    • - A Study on G-TELP Score Analysis of Students Who Have Taken G-TELP Preparation Courses
    • - A Study on Correlations between G-TELP Scores and G-TELP Preparation Courses
    • - A Case Study of Applications of G-TELP Tests (GLT, GST, GWT, G-TELP Jr.)to School Education
    • - A Case Study of Evaluation Education for G-TELP, TOEIC, TOEFL, and IELTS
    • - A Study on Plans for International Use (Evaluation & Education) of G-TELP tests
    • - A Study on Training Program Development for English Evaluation Education Experts
    • - A Study on the Establishment of G-TELP Item Pool
    • - A Study of the Item Analysis and Validity of G-TELP
    • - A Study of Automated Scoring Tools for Speaking and Writing
    • - A Study on the Home Edition Evaluation System of G-TELP Tests
    • - A Study on the Mutual Accreditation of Authorized English Tests by Country
    • - A Study of Ethical Standards and Implementation Standards of English Evaluation Tests and English Evaluation Experts
    • - A Study on the Rights of Examinees and the Effective Operation of Tests from a Critical Point of View
    • - A Study of the Effect of Presenting Listening Questions of G-TELP Level 2 Test in the Test Book on Difficulty
    • - A Study on the Improvement of G-TELP Speaking
연구지원내용
Details of
Research Support
  • 1. 연구비 지원
  • 2. 해외 학회 참여시 관련 비용 지원
  • 3. G-TELP 시험 관련 데이터 제공
  • 1. Full-funding for research
  • 2. Research-related travel expenses for presenting papers in overseas academic conferences
  • 3. G-TELP test-related data for research
선정기준
Selection Criteria
  • 1) 신청내용이 본 연구지원 프로그램의 목적 및 요건에 적절한지 평가한다.
  • 2) 타당한 연구주제와 예상되는 결과에 대한 적절한 전망을 보여주는지 평가한다.
  • 1) The content of the application is consistent with the objectives and requirements of the program.
  • 2) The project implementation details are appropriate, and there are adequate prospects for the expected findings.
파일첨부 Grants Application Form
프로필 사진

Yunjung Nam

  • · Ph.D. in Applied Linguistics and ESL Georgia State University, Georgia, USA
  • · M.A. in Teaching of English as a Second Language University of Illinois at
       Urbana-Champaign (UIUC), Illinois, USA

PUBLICATIONS

Chung, S., & Nam, Y. (2018). Language assessment literacy of Korean EFL teachers: An investigation of their training
experiences and needs. Modern English Education, 19(1), 38-48. http://dx.doi.org/10.18095/meeso.2018.19.1.04

CONFERENCE PRESENTATIONS

  • Nam, Y. (2021, March). Stakeholders’ Beliefs About G-TELP Test as a Measure of English Proficiency Required for
    Professional Purposes. Paper presented at the 2021 conference of the American Association for Applied Linguistics (AAAL)
  • Nam, Y. (2020, October). Stakeholders’ Beliefs About G-TELP Test as a Measure of English Proficiency Required for
    Professional Purposes. Paper presented at the 2020 East Coast Organization of Language Testers (ECOLT) Conference

ITSC Grant Recipient Reflects on Her Research

I started working on this project with funding from ITSC. Because I have been interested in stakeholder beliefs and
perceptions of language assessment, I proposed this project to ITSC as a small contribution to the test
validation efforts of G-TELP.

This project focuses on three different stakeholder groups: test takers, test preparation instructors, and test score users.
The data were collected from surveys and interviews. I spent the first few months developing research instruments,
including survey items and interview questions. I adapted questions from previous research studies, and then the survey
items and questions were translated into Korean because the target participants were all Korean nationals.

While I was finalizing the research instruments and preparing for data collection, the COVID-19 pandemic
started all over the world. Due to the public health crisis, the planned trip back to Korea for data collection was canceled.
Fortunately, the surveys and interviews were conducted without major revisions or logistical challenges.
However, solely relying on online data collection was challenging. I had to depend only on advertising the research project
on online forums or emailing potential participants. I am mostly satisfied with the number of test-taker participants.
However, I was not successful in finding test preparation instructors and test score users. Test preparation instructors were
busy and did not have time to participate. Also, approaching them through online communication was not the best possible
method because some of them expressed concerns about cybersecurity. As test score users deal with confidential
information of their institutions regarding their hiring process or hiring standards, I was not able to reach the target number
I originally planned. I asked for help from people in my network, even including researchers and people who work for
testing companies. However, this demonstrates the possible lack of collaboration and communication among test developers,
testing researchers, and test score users.

One of the greatest lessons I learned from this project is that testing companies and language assessment researchers
should make more active efforts to reach out to diverse stakeholder groups to collect more validity evidence from multiple
sources and raise assessment literacy of the stakeholders. Once again, I appreciate the valuable opportunity ITSC has provided.