온라인 영어 쓰기 학습에서 학습자 개인차 변인, 몰입(flow), 언어 학습전략, 성취도, 만족도의 관계 규명 = Study on the Relationships among Learner`s Individual Differentiation Factors, Flow, Language Learning Strategies, Achievement, and Satisfaction in Online English Writing Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationship among learner`s individual differentiation factors (online communication skill, perceived challenge, pre-writing competence), flow, language learning strategies, achievement and satisfaction in online English writing learning. In order to fulfill the purpose of this study as mentioned above, the specific research problems were defined as follows. 1. Do the learner`s individual differentiation factors (online communication skill, perceived challenge and pre-writing competence) and flow allow prediction of achievement and satisfaction in online English writing learning? 2.Do the learner`s prewriting competence and language learning strategies (metacognitive strategy, cognitive strategy, socio-affective strategy, and compensation strategy) allow prediction of achievement and satisfaction in online English writing learning? 3. How learner`s writing is different from in terms of T-unit length? The results according to the research problem were as follows. 1. Perceived challenge and prewriting competence were statistically valid predictors of flow, F(3, 41) = 6.98, p<.05). Perceived challenge and prewriting competence were statistically valid predictors of achievement, F(3, 41) = 15.81, p<.001) and satisfaction, F(3, 41) = 5.42, p<.01). 2. Prewriting competence was statistically valid predictors of language learning strategies, F(1,43) = 8.39, p<.01). Prewriting competence, F(1,43) = 21.87, p<.001) and language learning strategies were statistically valid predictors of achievement, F(1,42) = 62.03, p<.001). Prewriting competence, F(1, 43) = 9.05, p<.01) and language learning strategies were statistically valid predictors of satisfaction, F(1, 42) = 5.70, p<.05). 3. Words, T-units, T-unit length of all learners in post-writing were improved than in pre-writing. T-units, T-unit length of learners who has high competence of prewriting and interacts with peer were improved. T-units, T-unit length of learners who has high competence of prewriting and who didn`t interact with peer were improved too. T-units, T-unit length of learners who has low competence of prewriting and interacts with peer were also improved. But T-units, T-unit length of learners who has low competence of prewriting and didn`t interact with peer were not improved.