협동학습기반 자기조절학습 방법이 인지양식에 따라 영어 학습에 미치는 효과 = (The)effects of cooperative learning-based self-regulated learning on English learning depending on cognitive style

다국어 초록 (Multilingual Abstract)

The purpose of the study was to examine the effects of cooperative learning-based self-regulated learning on English learning depending on cognitive style of middle school students.
The research questions are proposed as follows:
First, does cooperative learning-based self-regulated learning on English learning affect students' learning motivation depending on cognitive style?
Second, does cooperative learning-based self-regulated learning on English learning affect students' self-efficacy depending on cognitive style?
Third, does cooperative learning-based self-regulated learning on English learning affect students' learning achievement depending on cognitive style?
On the basis of reviewed theories, the following hypotheses were formulated.
Hypothesis 1: There would be gap of learning motivation score between each experimental group and controlled group.
1-1. Depending on teaching method, motivation score would be different.
1-2. Depending on cognitive style, motivation score would be different.
1-3. The effect of interaction of teaching method and cognitive style would be appeared on learning motivation.
Hypothesis 2: There would be gap of self-efficacy score between each experimental groups and controlled group.
2-1. Depending on teaching method, self-efficacy score would be different.
2-2. Depending on cognitive style, self-efficacy score would be different.
2-3. The effect of interaction of teaching method and cognitive style would be appeared on self-efficacy.
Hypothesis 3: There would be gap of learning achievement score between each experimental group and controlled group.
3-1. Depending on teaching method, learning achievement score would be different.
3-2. Depending on cognitive style, learning achievement score would be different.
3-3. The effect of interaction of teaching method and cognitive style would be appeared on learning achievement.
The subjects of the study are nine classes of 9th graders: three classes of 103 students being the experimental group Ⅰ, other three classes of 103 students being the experimental group Ⅱ, and the other three classes of 104 students being the controlled group. Each group went through four class a week for eight weeks. The experimental group Ⅰ went through classes based on cooperative learning-based self-regulated learning, and the experimental group Ⅱ went through classes based on self-regulated learning. And the controlled group went through lecture-type using traditional teaching method. Students' learning motivation, self-efficacy, and learning achievement of the each group were examined.
To analyze the effect of cooperative learning-based self-regulated learning, two-way ANOVA and two-way ANCOVA were conducted by covariance of the preliminary points of students' learning motivation, self-efficacy, and learning achievement of the each group. The results of analyses are as follows:
First, Cooperative learning-based self-regulated learning on English learning affect students' learning motivation score more than traditional style of teaching(teachers solely in charge of the classroom). And the field dependency and independency cognitive style affects the learning motivation of students. There was effect of interaction between teaching method and cognitive styles of students.
Second, Cooperative learning-based self-regulated learning on English learning affect self-efficacy score more than traditional style of teaching. But the field dependency and independency cognitive style doesn't affect self-efficacy of students. There was no meaningful effect of interaction between teaching method and cognitive styles of students.
Third, Cooperative learning-based self-regulated learning on English learning affect students' learning achievement score more than traditional teaching method. Also, self-regulated learning affect students' learning achievement score more than traditional style of teaching. But the field dependency and independency cognitive style affects the learning achievement of students. There was effect of interaction between teaching method and cognitive styles of students.
The implication arisen from the results of this study indicate that language acquisition may be enhanced through the interaction of the student with other students, teachers and others inside and outside of the classroom. Therefore, an interactive approach to instruction, such as the cooperative learning-based self-regulated learning that requires students to work cooperatively rather than competitively is suggested for implementation in middle school.
What we could not treat or what we found as problems in this research are the assignments for following researchers.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 6
• 3. 연구의 제한점 = 7
• 4. 용어의 정의 = 9
• 가. 협동학습 기반 자기조절학습 수업 = 9
• 나. 자기조절학습 기반 수업 = 9
• 다. 인지양식 = 10
• Ⅱ. 이론적 배경 = 11
• 1. 협동학습 이론 = 11
• 가. 협동학습의 개념과 필요성 = 11
• 나. 협동학습의 특징과 장점 = 13
• 다. 협동학습의 의의 = 16
• 라. 메타인지전략과 협동학습과의 관계 = 17
• 마. 협동학습 모형 = 18
• 바. Jigsaw 협동학습 모형 = 18
• 사. Jigsaw 모형을 기반으로 한 이유 = 21
• 아. 협동학습 선행연구 = 23
• 2. 자기조절학습 전략 = 24
• 가. 자기조절학습의 개념 = 26
• 나. 자기조절학습의 구성요인 = 27
• 다. 자기조절학습의 발달 = 34
• 라. 자기효능감에 관한 연구 = 36
• 3. 인지양식 = 37
• 가. 장독립적-장의존적 인지양식의 일반적 성향 = 38
• 나. 선행연구 = 42
• Ⅲ. 연구모형 및 가설 = 46
• 1. 연구모형 = 46
• 2. 연구가설 = 48
• Ⅳ. 연구방법 = 50
• 1. 연구의 대상 = 50
• 가. 연구의 대상 = 50
• 나. 연구의 설계 = 51
• 다. 표집과 동질성 = 51
• 2. 연구 절차 = 54
• 가. 연구 준비 단계 = 54
• 나. 연구 실시 단계 = 54
• 다. 연구 결과 정리 단계 = 59
• 3. 검사 도구 = 60
• 가. 학습동기 검사도구 = 60
• 나. 자기효능감 검사 도구 = 63
• 다. 학업성취도 검사 도구 = 65
• 라. 인지양식 검사 도구 = 67
• 4. 통계 자료 분석 = 68
• Ⅴ. 결과 및 논의 = 69
• 1 연구 결과 = 69
• 가. 학습동기 = 69
• 나. 자기효능감 = 74
• 다. 학업성취도 = 78
• 2. 논의 = 82
• Ⅵ. 결론 및 제언 = 87
• 1. 결론 및 시사점 = 87
• 2. 제언 = 88
• 참고문헌 = 91
• 부록 = 105