한국 보건계열 대학생들의 영어 독해력 신장을 위한 상위인지 전략 사용 및 자기주도 학습 실태에 관한 연구 = A study on the use of meta-cognitive strategies and self-directed learning for Korean EFL college students to improve English reading comprehension

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the use of meta-cognitive strategies and self-directed learning along with English reading proficiency of Korean EFL C이lege students majoring in health
sciences. 200 college students participated in the study. They were
categorized into three different groups (upper, middle and lower) according to their self-assessed English reading comprehension proficiency.
To validate the research questions, survey and interview were performed in this study. 200 students participated in the research' s survey; the interview was carried out on a total of 9 participants comprising 3 students of upper group, 3 students of middle group and 3 students of lower group.
The survey showed that the upper group uses strategies most in all the sub domains of meta-cognitive strategies(global reading strategies, problem solving strategies, support strategies) compared to the middle and lower groups. All the upper, middle and lower groups used problem solving strategies and global reading strategies were second among the three strategies. Support strategies were used least compared to other strategies. Lower groups used the support strategies least. Self-directed learning proficiency was higher as the group moved from the lower to the upper group. Upper group used meta-cognition, self-efficacy and interpersonal relations management ability much more while motivation and lifestyle control ability were average. On the contrary, the use of all the sub domains of the self-directed learning in case of the middle and lower groups was average, and motivation was lower compared to other sub domains of the self-directed learning. Support reading strategies, self-efficacy and global reading strategies were detected as the variables that affect the reading proficiency the most. Meta-cognitive strategies, self-directed learning and English reading proficiency manifested low correlation for three groups.
In interview, global reading strategies and support strategies were used more in upper groups than middle and lower groups. Middle group used higher problem solving strategies than upper groups and lower groups. All the sub domains of the self-directed learning were used similarly in upper, middle, and lower groups. The frequency of using lifestyle control ability was low in all the upper, middle and lower groups. All three groups said that the most influential aspect that affects their English reading proficiency was vocabulary. Metacognitive strategies, self-directed learning and English reading proficiency showed significant correlation for upper groups.
As a result of the study, the researcher realized that participants are utilizing limited strategies of the similar types depending on the reading ability although there is a difference by the type of the reading strategies used and frequency. Accordingly, there is a need to include reading strategies in the English education so that the students can choose adequate diverse strategies on their own for use.
Since students cannot improve their English reading ability merely by knowing reading strategies, there is a need for them to know which diverse strategies to use successfully and to practice with their teachers so that they can get familiarized with the use of strategies. The characteristics of the students who participated in this study is that they were average in the use of metacognitive strategies and self-directed learning, and that metacognitive strategies, self-directed learning and English reading proficiency manifested low correlation. From these results, we can know that metacognitive strategies and self-directed learning in this group do not have much connection with English reading achievement.
In conclusion, it is necessary to focus more on the support strategies because three groups in this study manifested the lower use of support strategies. In order to improve students' English reading achievement, the teachers need to motivate the students and help them apply appropriate learning strategies for language learning. Improving one's English reading proficiency requires self-directed applications of the learning strategies to his or her studies.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• Ⅱ. 이 론적 배 경 6
• 2.1 상위 인지 전략 6
• 2.1.1 학습 전략 6
• 2.1.2 상위 인지 전략 인식 8
• 2.1.3 상위인지 전략 분류 9
• 2.2 자기주도 학습 11
• 2.2.1 자기주도 학습의 개념 11
• 2.2.2 자기주도 학습의 구성요인 13
• 2.3 선행 연구 15
• Ⅲ. 연구 방법 25
• 3.1 연구 대상 25
• 3.2 연 구 절차 26
• 3.3 연 구 자료 26
• 3.4 자료 분석 31
• Ⅳ. 연구결과 및 논의 33
• 4.1 설문조사 결과 33
• 4.2 인터뷰 결과 56
• Ⅴ. 요약 및 결론 86
• 참고문헌 93
• 부 록 99
• 영문초록 127