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This study examined the effect of task types on the performance of academic Korean speaking tests conducted by both of English and Chinese learners of Korean. The major research questions explored in this study include: (1) Will the variable of L2 test-takers’ background language represent smilar or different features depending on task types of the test? (2) How do we apply the results to the design of the speaking tests? For the purposes, sixty eight foreign test-takers of English and Chinese natives who have learned Korean classified into three levels(4th, 5th, 6th) took part in the experiment. Twelve Korean raters were invited to determine to what extent subjects’ levels contributed to the overall proficiency ratings. Results indicated that there was no effect on test-takes’ background language, but the variable of proficiency level had an effect on ratings depending on test types; the subjects of the 4th level showed the wide range of the logit across the tasks, while those of the advanced(5th and 6th) levels did not. Also difficulty degree in all levels could be ordered as follows: independent task (speaking) < double integrated task (reading and speaking, or listening and speaking) < triple integrated task (reading, listening, and speaking). The most difficulty task, however, was differently chosen depending on the levels: the reading-based-double tasks in the 5th level as the middle class and triple-tasks in the most advanced level of 6th. The study implied that the speaking acquisiiton test for the academic purpose should include multiple integrated tasks.