사설 한국어 교육 기관 성인학습자의 학습지속의향 요인 탐색 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify and examine the factors that influence adult learners’ intention to persist in private Korean language institutes in South Korea. While existing research on Korean language education has largely focused on university students and university-affiliated language schools, research on private institutes remains limited despite their rapidly expanding role in the Korean language education market. Unlike university language programs, private institutions operate without institutional requirements such as credits, visas, or mandated attendance. Learners’ continuation decisions in these settings rely heavily on their subjective learning experiences, perceived value, and the quality of educational services. Understanding persistence intention in such voluntary and market-driven learning environments is therefore academically meaningful and practically necessary.
This study established its theoretical foundation using Tinto’s Student Integration Model (1993) and Bean’s Model of Non-Traditional Student Attrition (1985), both of which view learning persistence as the result of interactions among academic, psychological, and institutional factors. Using these frameworks as a foundation, the study organized the factors influencing persistence into three main dimensions: instructional and teacher factors, learner factors, and institutional factors. To identify relevant sub-factors, approximately 70 domestic and international empirical studies were systematically reviewed. From these, 25 variables shown to have significant positive relationships with persistence were extracted. Through conceptual consolidation and frequency analysis, nine representative sub-factors were ultimately selected: lesson content and quality, teaching presence, teacher communication, self-efficacy, learning motivation, learning satisfaction, institutional support, instructional design, and institutional trust.
A survey instrument containing 59 items was developed, including 53 items measuring the nine independent variables and six items measuring intention to persist. Shin’s (2003) validated Intention-to-Persist scale was adapted to fit the context of private Korean language institutes. The survey was administered to 115 adult learners enrolled in offline courses across ten private Korean institutions. Data analysis included descriptive statistics as well as correlation and multiple regression analyses.
Results indicated that all nine independent variables were positively correlated with intention to persist. Multiple regression analysis revealed that institutional trust had the strongest predictive power for persistence intention, followed by instructional design, learning motivation, and lesson content/quality. These results highlight that in private institutes—where no structural or administrative mechanisms guarantee continued enrollment—learners’ perceptions of institutional reliability and instructional coherence play a particularly central role. Teacher-related and learner-related factors also contributed meaningfully, confirming the multidimensional nature of persistence intention identified in prior theories.
The study extends the discussion in Korean language education by proposing an empirically grounded model of Intent-to-persist within private institutes, a context that has received limited academic focus. The findings have practical implications for curriculum design, instructional communication, institutional policy, and learner support strategies. Moreover, by applying Tinto and Bean’s models to a non-traditional, voluntary learning setting, the study expands the applicability of these theories to commercial language learning environments. Future research may further validate and refine the proposed model through comparative studies across different types of Korean language education institutions.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 1
• 1.2. 선행 연구 7
• 1.3. 연구 내용 11
• 2. 이론적 배경 14
• 2.1. 학습지속의향 14
• 2.2. 학습지속의향에 영향을 미치는 요인 18
• 2.3. 사설 한국어 교육 기관 학습자 특성 28
• 3. 연구 방법 32
• 3.1. 연구 대상 32
• 3.2. 측정 도구 36
• 3.2.1. 학습지속의향 38
• 3.2.2. 수업 교사 요인 40
• 3.2.3. 학습자 요인 43
• 3.2.4. 기관 요인 46
• 3.3. 연구 절차 및 설문 분석 방법 49
• 4. 연구 결과 51
• 4.1. 측정 도구의 신뢰도 분석 51
• 4.2. 주요 변수의 기술통계 53
• 4.3. 일반적 특성에 따른 학습지속의향 분석 56
• 4.4. 요인별 학습지속의향과의 상관관계 분석 58
• 4.5. 학습지속의향에 대한 요인별 영향력 분석 61
• 5. 결론 68
• 참고문헌 72
• 부록 83
• ABSTRACT 95