외국어 성취수준별 학습자의 학습동기, 수업효과 인식 및 수업개선 요구에 관한 탐색적 혼합 연구

다국어 초록 (Multilingual Abstract)

This study employed an exploratory mixed-methods approach to investigate learner motivation, perceptions of instructional effectiveness, and improvement needs in general foreign language courses according to academic achievement levels. Focus group interviews (FGI) were conducted with 55 students who took general foreign language courses at I University in Gyeongnam during the first semester of 2023. The results showed that learner motivation was divided into intrinsic and extrinsic types, with notable differences among achievement groups in extrinsic motivation. Perceived instructional effectiveness included both positive and negative aspects. While improvement in communication skills was commonly cited as a positive outcome, dissatisfaction with the level of instruction was raised across all groups. Instructional improvement needs were categorized into three areas: teaching method, course content, and course registration system. High-achieving learners emphasized level-based instruction and career- or test-oriented courses, while middle- and low-achieving learners expressed greater needs for diverse teaching methods and practical, real-life content. Based on these findings, the study suggests practical strategies that can be applied to general foreign language education at the university level.