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영어의 사실적 및 추론적 듣기 이해에 영향을 미치는 학습자 변인 연구
배태일 한국중등영어교육학회 2019 중등영어교육 Vol.12 No.2
The purpose of the present study was to examine learner variables affecting Korean university students' literal and inferential English listening comprehension ability. To this end, a total of two research questions were posed. Answers to the research questions were investigated through a series of hierarchical multiple regression analysis as well as a qualitative analysis of students' interview data. A total of 206 freshmen enrolled in a university participated in the present study. Students’interview data were obtained from 14 students. Results of the present study show that knowledge of English vocabulary and grammar, working memory, and metacognitive listening strategy make a significant influence on literal and inferential English listening comprehension. It was further found that listening anxiety significantly affected inferential English listening comprehension only, hence signaling a moderating effect of task complexity on English listening comprehension. The findings are discussed in terms of relevant L2 theories and previous research database. Pedagogical implications are also provided.
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배태일 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.4
The main purpose of this paper is to investigate the effects of self-confidence, achievement goal orientations, and classroom factors on Korean university students’ English willingness to communicate (WTC). The structural relationships between self-confidence, achievement goal orientations, classroom factors, and English WTC were analyzed through structural equation modeling (SEM). Results of the SEM analysis indicate that overall, perceived English competence, classroom factors, mastery and performance goal orientations made a direct and significant impact on English WTC. SEM analyses by specialization demonstrate that for English majors, students’ English WTC was significantly and directly influenced by perceived English competence, classroom factors, mastery and performance goal orientations, whereas for non-English majors only perception of English competence, classroom factors and performance goals made a significant influence on English WTC. Pedagogical implications are provided.
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배태일 영남대학교 인문과학연구소 2015 人文硏究 Vol.- No.75
The purpose of this study was to examine the structural relationships between factors affecting English achievement for 268 Korean high school students learning English as a foreign language. In oder to provide empirical answers to the two research questions posed in the present study, a series of SEM(Structural Equation Modeling) analyses were performed. Results of the SEM analyses indicated students’ attitudes toward English study, English confidence as measured by perception of English competence and lack of English anxiety, and subjective norm made a significant and direct influence on high school students’ English achievement. Intrinsic motivation was found to make an indirect impact on English accomplishment through English confidence. By proficiency level, for the lower proficiency group it was found that there was no signifiant relation between intrinsic motivation and English confidence. Similarly, subjective norm also did not exert any significant impact on lower group students’ English achievement. Implications of the present findings are provided. 본 연구는 한국 고등학교 학생들의 수준별 영어 성취에 영향 을 미치는 요인들 간의 구조적 관계 분석을 목적으로 한다. 본 연구에 설정된 두 개의 연구문제 해결을 위해서 구조방정식모형 분석이 실시되었다. 분석 결과 학습자의 영어에 대한 태도, 영어 자신감, 주관적 규범이 한국 고등학생들의 영어 성취에 직접적이고 유의미한 영향을 미치는 요인으로 조사되었으며, 내적 동기는 영어 자신감을 경유하여 영어 성취에 간접적인 영향을 미치는 것으로 분석되었다. 수준별 분석 결과 상위 집단은 전체 학습자 집단 분석 결과와 유사한 결과를 보여 주었다. 하위 집단의 경우 내적 동기와 영어 자신감사이에 어떠한 통계적으로 유의미한 관련성이 발견되지 않았으며, 주관적 규범도 하위 집단 학생들의 영어 성취에 통계적으로 유의미한 영향을 미치지 못하는 것으로 조사되어 상위 집단과 차이를 보여주었다. 본 연구 결과를 바탕으로 결론에서 한국 영어교육에 대한 시사점도 논의 되었다.
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배태일 한국영어교육학회 2013 ENGLISH TEACHING(영어교육) Vol.68 No.4
The current study reports on three investigations of (1) the predictive power of four skill-based anxieties in students’ perceptions of English competence (PEC) and their intention to continue English studies (ITC), (2) the possibility of gender as a moderator in the relationships between the four skill-based anxieties in students’ PEC and ITC, and (3)factorial similarity of the four skill-based anxiety scales across gender. Results of the study support the following three findings. First, only writing and speaking anxieties made an independent contribution to students’ PEC, with writing anxiety playing a substantially more important role. The higher level of L2 writing anxiety was also observed in students’ ITC, but its effect was moderate. Second, gender was found to moderate only the relationship between writing anxiety and students’ PEC. Third, test bias was detected in three of the four skill-based anxiety scales, thus indicating factorial similarity across gender only for the speaking anxiety scale. Pedagogical implications associated with the findings are also discussed.
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Examining Factors Affecting Complex versus Non-complex Task Performance of Korean EFL Writers
배태일 팬코리아영어교육학회 2011 영어교육연구 Vol.23 No.1
The present study was designed to examine factors affecting complex and non-complex writing task performance. To this end, a series of multiple regression and SEM analyses were performed. Results of the multiple regression analyses demonstrate that students’ intrinsic writing motivation, macro or global writing strategy, and students’ perception of their teacher’s feedback styles significantly explained the proportion of variances associated with students’ complex writing task scores. None of these predictors, however, made a significant influence on the variation of students’ non-complex writing task scores. Instead, writing anxiety was found to be the only variable that showed a significant relation to students’ non-complex writing task scores. Subsequent SEM analyses confirmed that there existed a significant direct relationship between students’ complex writing task scores and intrinsic motivation, macro strategy, and students’ perception of a teacher’s constructive feedback. The results of the SEM analyses, however, were deviant from those of the multiple regression analyses in that writing anxiety was found to make a significant direct influence on both complex and non-complex writing task scores. Results of the present study were further discussed in terms of the pedagogical implications for the Korean EFL writing classrooms.
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