특수목적영어 학습 및 평가에 미치는 학습동기와 학습전략에 관한 연구: 군사영어 학습을 중점으로

김나래,이한솔,정태영 한국영어평가학회 2019 영어평가 Vol.14 No.1

The aim of the present study was to investigate and assess the roles of learning motivation and learning strategies in the learning of English for Specific Purposes (ESP). Accumulated research has emphasized the important roles that learning motivation and learning strategies play in second language (L2) learning; however, few studies have been conducted which focus on the ESP context, and more specifically on the learning and assessment of military English. One hundred and eighteen South Korean college students were recruited to participate in this study and completed a series of surveys measuring their achievement motivation to learn both general English and military English, the learning strategies used in general English learning, and their military English achievement. Further, participants' English proficiency and military performance were the control variables measured in the study. Results indicated that learners' motivation to learn military English was the strongest predictor of military English achievement, followed by their motivation to learn general English, which displayed indirect (albeit not statistically significant) effects on military English achievement. However, no association between learners’ military English achievement and English learning strategies was found, raising the possibility of devising an independent assessment set of language learning strategies for use in military English. To follow is an in-depth discussion of its pedagogical and research implications.

A Study on the English Speaking Ability and Self-Directed Learning Ability of English Presentation of Learning Portfolio

윤희정 대한영어영문학회 2024 영어영문학연구 Vol.50 No.2

This study examines the effects of an innovative assignment for students: an English-based learning portfolio. The goal of the assignment was to improve English speaking ability and self-directed learning ability. The article investigates whether there were changes in English speaking ability and self-directed learning ability before and after the study. The subjects were 42 undergraduate students majoring in various areas and enrolling in an English class in the western part of Korea. Participants kept English learning portfolios for 15 weeks where they documented their own learning goals and objectives and presented on these every 3 weeks. Changes in English speaking ability and self-directed learning ability were examined, and SPSS 28 was used for data processing and analysis. The study found that the scores in English speaking ability in the holistic and analytic scoring have increased. And the detailed areas of analytic scoring, accuracy, complexity, and fluency, also improved. The improvement of fluency was the highest among them. In addition, self-directed learning ability improved. In particular, the improvement of confidence in learning was the highest of six sub-areas, which include self-adherence to learning, openness to learning, curiosity about learning, self-confidence in learning, self-understanding of learning, and accepting responsibility for learning. Through the results of this study, it was confirmed that an English learning portfolio is effective in English speaking and self-directed learning of university students. The results provide educational implications about learning portfolios that can be applied to develop effective teaching and learning methodologies. (Chungwoon University)

College EFL Learners’ Metaphorical Perceptions of English Learning

SU Fang 아시아영어교육학회 2015 The Journal of Asia TEFL Vol.12 No.3

This article explores college EFL students’ metaphorical perceptions of learning English in a minority area in Northwest China. 120 students (30 English majors and 30 non-English majors), participated in the study by completing a prompt “learning English is (like)… because…”. Through metaphor analysis, it is hoped to have an insights into how students currently perceive their experiences of learning English and what thinking the students’ metaphorical perceptions of learning English may stimulate. 115 metaphors were used for analysis in terms of attitudes towards English, types of metaphors and perceptions revealed through metaphors. It was found that students had a good understanding of English learning. Their metaphors revealed their beliefs about the English learning, about English learning process and about themselves as language learners. They understood that language learning was hard process and that being a successful learner requires a variety of demands such as hard work, perseverance, patience, and a positive attitude. The results of the study may help students in exploring an important aspect of their past, present and even future lives and teachers who work in a similar context in understanding these perceptions and using them to facilitate and foster their students’ English learning.

A Study on Korean EFL Middle and High School Students English Learning Perception

강지영(Kang, Ji-Young),차경환(Cha, Kyung-Whan) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.14

목적 본 연구는 우리나라 EFL 학생들의 영어학습동기, 영어수업만족도, 영어학습인식을 조사하고, 무형의 영어학습 세 요인들이 학생들의 일상행복에 하위요인으로서 영향을 미치는 관계인지를 상향식 접근법을 통해 영어학습인식 요인에 대한 연구의 중요성과 추후 연구의 필요성의 근거를 제시하는데 목적이 있다. 방법 우리나라 중학생 266명, 고등학생 211명을 대상을로 영어학습동기, 영어수업만족도, 영어학습인식을 조사하였다. 영어학습동기와 영어수업만족도를 측정한 문항들을 기반으로 영어학습인식을 측정할 수 있는 문항을 제작하고, 최종적으로 일상행복까지 포함한 네 요인들을 측정할 수 있는 총 40 문항들로 구성하여 조사를 진행하였다. 또한 우리나라 학생들의 영어학습 양과 영어학습과 관련된 학교성적, 영어실력, 영어수업, 학교생활에 대해 묻는 문항들을 포함하여 그들의 영어학습에 대한 기본적인 정보들을 분석하였다. 결과 응답자의 61.63%가 학교 영어수업 이 외에도 영어 과외 학습을 받는 것으로 조사되어 우리나라 학생들의 영어학습 양이 많은 편인 것을 확인하였다. 또한 영어학습을 통한 결과가 반영되는 학교성적, 영어실력들이 모두 불일치하고 영어학습에 시간을 보내는 환경들에 대해 높은 불만족을 확인할 수 있었다. 영어학습에서 무형의 세 요인들의 상관관계를 알아본 결과, 두 집단 모두 영어학습인식과 영어수업만족도가 가장 높은 .803과 .784로 긍정적 상관관계를 보였다. 영어학습의 세 요인들이 일상행복에 영향을 미치는지를 알아본 결과, 두 집단 .265와 .400으로 모두 가장 높은 영향을 미치는 요인은 영어학습인식으로 측정되었다. 두 집단의 영어학습인식의 평균값은 57.6점과 57.4점으로 부정적이었다. 결론 두 집단의 영어학습인식의 결과는 영어가 중요하게 자리 잡은 우리나라의 환경에서 학생들이 영어학습에 부정적인 인식이 높아질수록 영어학습결과는 부정적인 결과를 낳고, 일상행복에 저하원인이 될 수 있음을 보였다. 앞으로 영어학습인식에 대한 심도 있는 연구를 통해 영어학습인식의 긍정적 상승이 영어학습의 결과뿐만 아니라 학생들의 일상행복감에 긍정적 영향을 미칠 수 있기를 기대한다. Objectives In this study, English learning motivation, English class satisfaction, and English learning perception were investigated as three intangible factors of English learning of Korean EFL students. The three intangible factors were studied in a bottom-up approach to find out whether they affect their overall life happiness as sub-factors. The purpose of this study is to present the rationale for the importance of the study on the factors of English learning perception and the need for further research. Methods This study surveyed 266 Korean EFL middle school students (M) and 211 high school students (H) about their English learning motivation, English class satisfaction, and English learning perception. Based on the questions that measure English learning motivation and English class satisfaction, the questionnaire that can measure English learning perception is produced, and finally, 40 questions that can measure four factors, including overall life happiness, are composed. Results It was found that 61.63% of students receive additional English lessons after school English classes, confirming that the amount of English learning is large. It was confirmed that the English grades, school grades, and English proficiency were all inconsistent, and high dissatisfaction with the circumstances where English learning was spent. In the correlation between the three intangible English learning factors, both groups showed the highest positive correlation (M:.803, H:.784) in English learning perception and English class satisfaction. In the correlation between the three intangible factors of English learning and overall life happiness, the factor that had the highest influence in both groups (M:.265, H:.400) was measured as English learning perception. The English learning perception average value of the two groups were 57.6 and 57.4, which were negative. Conclusions The English learning perception is that the higher students negative perceptions of English learning in Korea s EFL environment, the more negative the outcome of learning English is, as well as the cause of lowering their overall life happiness. In the future, through in-depth research on English learning perception, it is expected that the positive increase in English learning perception will have a positive effect on their overall life as well as the outcome of English learning.

Relative Contribution of Self-efficacy and Motivation to Chinese Learners’ Autonomous English Learning

( Nanyun Li ),( Hyesook Park ) 범태평양 응용언어학회 2021 범태평양응용언어학회지 Vol.25 No.1

The present study aims to explore the relationships among self-efficacy, motivation, and autonomous English learning for Chinese learners. Questionnaires were administered to collect data on self-efficacy, motivation, autonomous English learning, and the English proficiency of 1,605 university students from eight universities in southern and northern China. The participants were divided into groups according to their scores of autonomous English learning: low scores group (LSG), medium scores group (MSG), and high scores group (HSG). Descriptive statistics, oneway ANOVA, MANOVA, correlation analysis, and regression analysis were used to analyze the data. The results of the analyses showed that autonomous English learning was strongly correlated with both selfefficacy and motivation. Among the motivational components, L2 learning experience and ideal L2 self were more closely correlated to autonomous English learning. In addition, the results of regression analysis confirmed that self-efficacy, L2 learning experience, ideal L2 self, and integrativeness had positively predictive effects on autonomous English learning, and that autonomous English learning had a significant predictive power on the English proficiency of Chinese learners. Finally, some implications to effectively enhance autonomous English learning and the English proficiency of Chinese learners are provided and some suggestions for future research are given.

대학 교양영어 소집단 협동학습이 영어독해력, 영어읽기동기, 협동학습인식에 미치는 영향

이영은 한국디지털정책학회 2020 디지털융복합연구 Vol.18 No.6

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on. 본 연구 목적은 대학 교양영어 수업에 활용 가능한 소집단 협동학습 수업 프로그램을 적용하여 소집단 협동학습이 영어 독해력과 영어 읽기동기에 미치는 영향과 소집단 협동학습 인식변화를 분석하는데 있다. 이러한 연구목적을 달성하기 위해, 충청북도의 4년제 종합대학교의 필수 교양영어 수업에 참여한 신입생 62명을 연구대상으로 2019년 9월 2일에서 12월 13일까지 실험반(34명)은 협동학습을 기반으로 한 맞춤식 소집단 협동학습으로 수업을 진행하고, 통제반(28명)은 전형적인 강의식 수업으로 진행하였다. 학습자들의 영어 능력은 학업 숙달도 영역을 영어 독해력으로, 정의적 영역은 영어 읽기 동기로 나누어 실험하였으며 실험 전 학습자들의 영어 독해력은 국가 수준 교육 성취도 평가문제를 발췌하여 측정하였다. 연구결과는 다음과 같다. 첫째, 소집단 협동학습을 적용한 집단의 영어 독해력 점수와 소집단 협동학습을 적용하지 않은 집단의 영어독해력 점수는 통계적으로 유의미한 차이가 있다는 것을 발견하였다. 둘째, 소집단 협동학습을 적용한 집단의 영어 읽기동기 점수와 적용하지 않은 집단의 영어 읽기동기점수는 통계적으로 유의미한 차이가 있다는 것을 발견하였다. 셋째, 소집단 협동학습을 적용한 집단의 인식변화가 실험 전과 실험 후에 통계적으로 유의미한 차이가 있다는 것을 발견하였다. 본 연구는 대학 교양영어 수업 시 대학생들 간의 협동학습을 통해 영어 독해력, 영어 읽기동기, 협동학습 인식이 상승했으며, 이를 통한 자아정체성, 자신감 등에 긍정적 영향을 주는 것으로 나타났다.

Examining Korean Students’ Self-Directed English Learning Practices in General English Classes at College

복은임,조영상 한국교양교육학회 2020 교양교육연구 Vol.14 No.4

This case study examines Korean college students’ self-directed English learning practices performed outside of the classroom. In particular, the current study investigates what learning activities the students choose and carry out for their self-directed learning (SDL) and how they respond to the project as part of a general Englishc ourse. Based on Knowles’ (1975) conceptualization of the process that autonomous learners go through, the self-directed English learning project proceeded in five phases: reflecting on students’ own previous Englishle arning experience, researching information about how to study Englishand what Englishlearning materials to use, designing their own Englishlearning plans, executing the plans, and reflecting on their SDL practices. Students from two general English classes engaged in the SDL project for 13 weeks during the Fall semester of 2019, and a total of 51 students participated in this study. The main source of data was survey questionnaires administered during the project, which consisted of multiple-choice, 5-point Likert scale, and open-ended questions. As supplementary data, the students’ study logs and the instructor's teaching materials were also collected. Descriptive statistics were used to analyze and display responses to the multiple-choice questions and Likert-scale ratings. Qualitative analysis was used for students’ responses to the open-ended questions to identify common themes among students. Analysis of the data revealed that the students most often chose input-oriented activities focusing on listening and reading as opposed to speaking, which was the area of English they most wished to improve. Depending on the area of English, learning materials were chosen differently, and speaking/writing activities were mostly conducted individually. In general, smartphones were preferred, but for those who used English learning sources designed for educational purposes, traditional tools like print books were preferred. The students showed overall positive responses to the SDL project and reported that it allowed them to have a new experience with English learning, to discover various English learning methods, and to improve their English ability. However, some difficulties carrying out the project were mentioned by the students, including the time to make for the project and the overall effectiveness regarding their English learning activities. The findings of the study indicate that the SDL project can positively impact students’ English learning by preparing them to be more autonomous English learners. The findings also suggest that bothi ndividual instructors and institutions should provide students with further assistance and scaffolding to support their self-directed English learning. Instructors are recommended to take advisory roles and offer appropriate assistance and guidance for their students to have successful SDL experiences and develop their SDL capacity in sustainable ways. In addition, institutional level supports such as various Englishlea rning environments, one-on-one consultation services, and extracurricular programs are suggested as effective ways to facilitate students’ self-directed language learning.

대안학교 성인 탈북민 영어학습자들의 영어학습 경험 연구: 근거이론을 중심으로

황명환,전지현 팬코리아영어교육학회 2020 영어교육연구 Vol.32 No.3

The study aims to explore the factors affecting adult North Korean refugees (ANKRs) English learning experience in an alternative school in South Korea. In-depth semi-structured interview was conducted to collect the data regarding their previous life trajectory, and perceptions to English learning experience. The interviews with 6 ANKRs and 2 English teachers were audio-recorded, transcribed, and analyzed utilizing grounded theory as an analytical method. The coded data revealed, ANKRs were experiencing severe distress while they learn English in South Korea. The learning distress, the core phenomenon under the study, seemed to stem from their 1) lack of English and learning skills; 2) lack of achievement; 3) previous Chinese learning experience; 4) needs to integrate with South Korean society; and 5) lack of time for English learning. In addition, lack of learning experience, economic and emotional instability and lack of English program tailored to ANKRs were found to influence ANKRs’ English learning distress. However, among ANKRs, several advantages were ascertained such as the use of Chinese learning strategies, achievement experience and perseverance as an affective strategy, all of which played a role in alleviating their learning distress. ANKRs reacted psychologically to English learning distress with low self-efficacy but also with impatience, ultimately leading to anxiety over their future. More pedagogical implications are discussed.

비대면 온라인 교양 영어 수업에서 대학생들의 영화 활용 자기주도학습 경험에 관한 질적 연구

김병선 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.1

The main purpose of this paper is to explore college learners’ perspectives toward self-directed learning using English films in a non-face-to-face online university general English class in Korea. First, the researcher focused on investigating the 27 participating college students’ perceptions of self-directed learning and their reactions to the news that they would learn English with movies in their general English class. Second, in order to examine learners’ experiences of self-directed learning using English films, semi-structured interviews were conducted with 6 of the participants. The data were analyzed using a Colazzi’s phenomenological approach. The experiences were divided into 12 themes and 6 theme clusters; Enhancing students’ interest in learning English; individualized English learning; reducing stress from the English learning; passion for learning English; unfamiliar self-directed learning; and a gap between texts’ and students’ level of English. The results show that self-directed learning using English films helps college students to become intrinsically motivated and provides them with various opportunities to develop deeper learning if the English teacher can manage to reduce the gap between texts’ and students’ level of English. In conclusion, learning English with the aid of movies has the potential to develop college students’ self-directed learning skills.

체육계열 재학생이 지각하는 영어학습 동기 유형에 따른 영어학습 만족도 연구: 영어학습 흥미도, 참여도, 자신감의 매개효과

최미순(Choi, Mee-Soon),박동수(Park, Dong-Soo),최공집(Choi, Gong-Jib),조혜영(Jo, Hye-Young) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.12

본 연구는 체육계열 재학생이 지각하는 영어학습 동기 유형에 따른 영어학습 만족 도와 이 과정에서 영어학습 흥미도, 참여도 및 자신감의 매개효과를 분석하는데 목적이 있다. 이를 위해 S대학교 체육계열(생활체육학과, 태권도학과) 재학생 254명을 대상으로 SPSS 18.0과 AMOS 22.0을 이용하여 구조방정식으로 확인하였다. 연구결과를 제시하면, 첫째, 영어학습 동기 유형(내재적 동기, 외재적 동기, 이상적 제2언어자 아, 필연적 제2언어자아)과 영어학습 만족도, 영어학습 흥미도, 참여도, 자신감 간의 정적 상관관계가 나타났다. 둘째, 영어학습 동기 유형별로 살펴본 결과 내재적 동기와 이상적 제2언어자아가 영어학습 만족도에 영향을 주는 과정에서 영어학습 흥미도, 참여도, 자신감이 부분 매개하는 것으로 나타났다. 외재적 동기와 필연적 제2언어자 아가 영어학습 만족도에 영향을 주는 과정에서 영어학습 흥미도, 참여도, 자신감이 완전 매개하는 것으로 나타났다. 이러한 결과는 영어학습의 효율성을 증명한 것으로 영어학습의 방향을 모색하는데 의의가 있다. The objective of this research is to analyze the relationship between the learning motivation types in Englisg of students majoring in physical education and satisfaction in English Learning. In this process, the author examined the mediating effects of the interest, participation and confidence in English learning. This survey data were collected from the 254 students majoring in Taekwondo and Sports and Leisure in Sehan University and analyzed using structural equation with SPSS 18.0 and AMOS 22.0. The results of this study are as follows. First, there is a positive relationship between learning motivation types in English(intrinsic motivation, extrinsic motivation, ideal L2 self and ought-to L2 self) and mediation variables; the interest, participation and confidence in English learning. Second, as a result of looking into the learning motivation types in English, the process that intrinsic motivation and ideal L2 self have an effect on satisfaction in English leaning was partially mediated by the interest, participation and confidence in English learning. The process that the extrinsic motivation and ought-to L2 self influence on satisfaction in English learning was completely mediated by the interest, participation and confidence. The results of this study are related to the efficiency of English learning and has significance for the finding a way of learning English.