This study aimed to develop a valid questionnaire to measure upper secondary learners' Reflective Attitude toward Conversation. In the preliminary stage, 27 items were formulated under the three constructs we defined theoretically: Thoughtful Action, Content and Process Reflection, and Premise Reflection. In the exploratory stage, 467 high school students responded to the 27 items. The results of an exploratory factor analysis showed that 12 of the 27 items had good communalities (> 0.30) and good factor loadings (> 0.40). Further, the 3-factor-model showed a non-significant chi-square test result and a suitable TLI value (.979). In the confirmatory stage, 1,055 high school students responded to the 12 items finalized across two sessions. The results of the confirmatory factor analysis with the first confirmatory stage sample (568 students), showed that the NFI (.849) and CFI (.879) did not satisfy the necessary criteria (>.900). After revising two items, the results of the CFA with the second sample (487 students), revealed a CFI of .912, a GFI of .936, an RMR of .037, and an RMSEA of .076, which satisfied the necessary criteria, although the NFI of .897 still did not satisfy the necessary criterion. We recommend that future studies use the developed measure.

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This study aims to reveal significant factors affecting the Korean language proficiency of immigrants in Korea by comparing the two immigrant groups, migrant workers and marriage-migrant women, that constitute the largest sector of the foreign-born population in Korea. A comprehensive survey was conducted on a total of 136 migrant workers and 136 marriage-migrant women. A statistical analysis was followed adopting stepwise multiple regression on six independent variables (age at arrival, length of residence, education level, linguistic distance, intensity of target language use, and learning time at institutions) and one dependent variable (self-reported language proficiency). Results show that length of residence in Korea and intensity of target language use significantly contributed to the Korean language proficiency of marriage-migrant women, whereas age at arrival, intensity of target language use, and education level played a significant role in the development of language proficiency of migrant workers in Korea. Educational implications are discussed, and suggestions are made for expanding language educational support for migrant workers.