This study examines impartiality of an EFL academic language rest and compares academic language abilities for Indo-European (IE) and non Indo-European (NIE) language groups. Multiple-sample confirmatory factor analysis with mean structures was conducted on the Test of English as a Foreign Language (TOEFL) scores. Findings indicate that partial measurement invariance was established for both groups. The two-factor measurement model (LC and non-LC) was found the best fitting for both the groups, and factor loadings were comparable. Also, even though two intercepts (vocabulary and reading) were different across both groups, the difference was not practically meaningful. Accordingly, it was concluded that impartiality of the TOEFL score interpretation for the two groups could be supported. Findings also showed that mean academic language abilities (LC and non-LC) were not significantly different between the two groups, which lead to the conclusion that the receptive academic language abilities arc not influenced by the difference in L1 or in the way of language education they received. The claims about decisions and consequences of the use of the TOEFL were also discussed.

Cognitive Diagnostic Assessment of English Grammar for Korean EFL Learners
    Ⅰ. INTRODUCTION
    Ⅱ. THEORETICAL BACKGROUND
    Ⅲ. METHOD
    Ⅳ. RESULTS
    Ⅴ. DISCUSSION
    REFERENCES

• Hoky Min