운동선수출신 학습자의 중국어 학습전략과 학업성취도의 관계

박성일 ( Piao Chengri ) 한국체육대학교 체육과학연구소 2018 스포츠사이언스 Vol.35 No.2

본 연구는 한국체육대학교에서 중국어를 학습하는 운동선수출신 학습자 151명을 대상으로 이들이 사용하고 있는 중국어 학습전략을 조사하고 분석했다. 운동선수출신 중국어 학습자들이 어떤 전략을 많이 사용하고 있는지 알아본 결과, 기억전략을 가장 많이 사용했고, 정의전략을 제일 적게 사용하는 것으로 나타났으며, 전략의 사용 순위는 기억전략(2.94), 상위인지전략(2.84), 보상전략(2.78), 사회전략(2.72), 인지전략(2.68), 정의전략(2.58) 순이었다. 연구 대상 학생들의 성적을 기준으로 상, 중, 하 집단으로 나누어 성적 수준에 따라 전략 사용에 차이가 있는지 고찰한 결과, 학업성취도 상집단 학습자의 학습전략 평균은 3.02, 중집단 평균은 2.86이며, 하집단 평균은 2.33였다. 상집단과 하집단, 중집단과 하집단 간 성적 수준에 따라 학습전략의 사용에 유의미한 차이가 있는 것으로 나타났다. 전체 집단의 중국어 학업성취도와 전략 사용 사이의 상관관계가 어느 정도인지를 알아본 결과, 학업성취도와 학습전략 유형 별로 인지전략(.429), 상위인지전략(.353), 사회전략(.318) 순으로 p<.01 수준에서 유의미한 상관관계가 있는 것으로 나타났다. 결론 적으로, 본 연구에서 운동선수 출신 중국어 학습자의 학습전략 사용 정도가 일반학습자들과 다른 양상을 보였고, 학습전략의 사용이 학업성취도 수준에 따라 차이가 존재하고, 유의미한 상관관계가 있는 것으로 나타났다. 이것은 중국어의 학습효율을 높이기 위해 전반적인 학습전략 사용 정도를 향상시키는 교육을 함께 할 필요가 있음을 시사해 준다. This study researched and analyzed Chinese learning strategies used by 151 former athlete learners who study Chinese in Korea National Sport University. The result of researching what strategies are mostly used by former athlete Chinese learners showed that the most used one was mnemonic strategy and the least used one was affective strategy. The ranking of strategies used was the order of mnemonic strategy(2.94), metacognitive strategy(2.84), compensatory strategy(2.78), social strategy(2.72), cognitive strategy(2.68) and affective strategy(2.58). The result of analyzing the difference of using strategies among grade levels by dividing students' grades into high rank, middle rank and low rank showed that the average of high rank students' learning strategy was 3.02, the average of middle rank students' was 2.86. and the average of low rank students' learning strategy was 2.33. There was a significant difference in the use of learning strategies according to grade levels among high rank group, middle rank group and low rank group. The result of researching the correlation between the whole students' Chinese learning achievement and the use of strategies showed that there was the most significant correlation between learning achievement and cognitive strategy(.429) followed by metacognitive strategy(.353) and social strategy(.318) in the level of p<.01. In conclusion, the degree of former athlete Chinese learners' using learning strategies had a different aspect from other normal learners, the use of learning strategies is different depending on the level of learning achievement, and there was significant correlation. This indicates that it is necessary to adopt education that improves the degree of using overall learning strategies in order to enhance learning efficiency of Chinese language.

온라인 영어수업에서 학습활동변인과 자기조절학습전략이 학업성취도에 미치는 영향

박은경(Eunkyeong Park),김정태(Jungtae Kim) 한국영어평가학회 2022 영어평가 Vol.17 No.2

This study analyzed the effects of the learning variables and self-regulated learning strategy affecting college learners' achievement in an online general English course. For the study, three learning variables and four self-regulated learning strategies were selected: checking the bulletin board, learning progress, the total number of times students accessed the LMS, cognitive strategy, metacognitive strategy, behavior strategy, and motivational strategy. 106 Korean college students participated in the course. Their data were collected employing the Learning Management System and a self-regulated learning strategy questionnaire. The results were analyzed with the independent T-test and multiple regression analysis. First for the learning variables, checking the bulletin board, the total number of the times students accessed the LMS were closely correlated with their academic achievement. Second, motivational strategy and behavior strategy were closely correlated with their academic achievement. Third, motivational strategy and behavior strategy significantly affected their academic achievement. Fourth, for the high and low groups of motivational strategy and behavior strategy, the data showed a significant mean difference in the variables of checking the bulletin board and the total number of times students accessed the LMS. Some implications and discussions for analyzing learning variables and self-regulated learning strategy affecting academic achievement are illustrated.

초등학생의 e-러닝 학습전략 요인 분석

서순식,조나영,서원석 한국정보교육학회 2009 정보교육학회논문지 Vol.13 No.4

이 연구는 e-러닝 효과성에 영향을 미치는 변인인 학습전략의 요인을 분석함으로써, 초등학생에게 효과적인 e-러닝 학습전략의 구조 변인을 규명하고자 수행되었다. 이 연구의 대상은 기존에 e-러닝 수강 경험이 있거나 현재 e-러닝을 수강하는 수도권 소재 초등학생들이며, 면대면 학습 상황과 e-러닝 학습상황의 학습전략과 관련된 선행 연구를 분석하고 학습전략 검사 도구를 분석하여 e-러닝 환경에서 초등학생이 사용하는 학습전략 요인을 분석하였다. 연구 결과에 따르면, 초등학생의 e-러닝 학습전략은 학습활동전략, 학습태도전략, 자원활용전략, 계획전략, 과부하관리전략의 다섯 가지로 규명되었으며, 각 전략은 제시한 순서대로 설명력을 갖는 것으로 나타났다. This study aims to analyze strategy, one of the predictor variables that have influence on the effectiveness of learning in e-learning environment and to define the factors of e-learning strategies of elementary school students. Preceding studies on face-to-face strategy and e-learning strategy, and existing face-to-face and e-learning strategy test sheets were analyzed. Questions are developed based on the results to make clear the area of leaning strategies used by elementary school students in e-learning environment and to analyze the e-learning strategies of elementary school students. The results from this study are, the e-learning strategies of elementary school students are shown in five areas including strategy for learning activity, strategy for learning attitude, resource use strategy, planning strategy, and overload management strategy. It was found that five strategy areas have explanatory power in the order of strategy for learning activity, strategy for learning attitude, resource use strategy, planning strategy, and overload management strategy.

학습동기와 학습전략이 학습만족도에 미치는 영향 연구 - 일반대학 수강생과 학점은행 수강생을 중심으로 -

최희숙,전정수 한국경영교육학회 2011 경영교육연구 Vol.26 No.5

This study is to find out the learning strategy to meet learning motivation for attaining desired goal by keeping the learning motivation through the analysis of the relationship between learning characteristics, learning strategy, and learning satisfaction in synthetic model, and make the plan for teaching to enhance learning satisfaction and attain the learning goal by concrete practices in the learning course. The subject of the research was 415 persons who were the students enrolled in S University in Seoul and adult learners registered in the Credit Bank System at the University annex lifelong education institute, and the analysis of structural equation model was applied. As a result of the research, first, in the relation of learning motivation and learning strategy, social success motivation appeared in giving significant impact on resources management strategy, and the motivation of intellectual satisfaction appeared in giving significant impact on cognition strategy and resources management strategy. Second, in the relationship between learning motivation and learning satisfaction, intellectual satisfaction appeared in giving significant impact on learning satisfaction, while social success motivation did not give significant impact on learning satisfaction directly. Third, in the relationship between learning strategy and learning satisfaction, metacognition strategy appeared in not giving significant impact on learning satisfaction, while cognition strategy and resources management strategy gave significant impact on learning satisfaction Last, there was the difference from the relationship between learning motivation, learning strategy, and learning satisfaction per institution (the university students or the learners of the credit bank). 본 연구는 학습 특성과 학습전략 및 학습만족도와의 관계를 종합적인 모형으로 분석하여 학습동기를 유지해서 원하는 목표를 달성하기 위해서는 학습전략의 활용과 학습동기에 맞는 학습전략은 무엇인지, 그리고 이에 따른 학습과정에서의 구체적인 실천방법을 마련함으로써 학습만족을 높이고, 학업성취로 이어질 수 있는 교수개입의 방안을 마련하는데 있다. 연구대상은 서울소재 S대학교의 일반학생과 대학부설 평생교육원 학점은행제 등록 성인학습자 총 415명이며, 구조방정식모형 분석을 실시하였다. 연구결과 첫째, 학습동기와 학습전략의 관계에 있어서, 사회성공 동기는 자원관리 전략에 유의한 영향을 주는 것으로 나타났으며, 지적만족 동기는 인지 전략과 자원관리 전략에 유의한 영향을 주는 것으로 나타났다. 둘째, 학습동기와 학습만족도의 관계에 있어서는 사회성공 동기는 학습만족도에 직접적으로 유의한 영향을 주지 못하는 반면, 지적만족 동기는 학습만족도에 유의한 영향을 주는 것으로 나타났다. 셋째, 학습전략과 학습만족도의 관계에서는 인지 전략과 자원관리 전략은 학습만족도에 유의한 영향을 주는 반면, 메타인지 전략은 유의한 영향을 주지 못하는 것으로 나타났다. 마지막으로 기관별(일반학생, 학점은행학생)로 학습동기, 학습전략, 학습만족도의 관계에서 차이가 있었다.

결혼이민자의 학습양식이 한국어 학습전략 사용에 미치는 영향

이경애 국제한국언어문화학회 2013 한국언어문화학 Vol.10 No.2

본 연구는 결혼이민자의 학습양식과 한국어 학습전략의 사용 실태를 알아보고, 학습양식과 학습전략 간의 상관관계를 분석하는 데 있다. 본 연구의 결과를 요약하면, 첫째, 결혼이민자는 전반적으로 시각적, 외향적, 폐쇄적 학습양식에서 높은 분포를 나타내었다. 그러나 언어권에 따라 약간의 차이를 보였는데, 시각형은 중국이, 신체형은 베트남이 많았다. 또한, 직업이 있는 학습자는 시각형이 높은 반면, 직업이 없는 학습자는 신체형의 분포가 높았다. 둘째, 학습전략에서는 상위인지전략이 가장 높았고, 다음으로 사회적 전략과 인지전략 순으로 나타났다. 셋째, 학습양식과 학습전략 간의 상관관계를 보면, 전략 대부분이 상관관계가 있었다. 기억전략ㆍ상위인지전략은 사고전개방식 학습양식과 상관이 있고, 인지전략은 과제접근방식과 사고전개방식에서 상관관계를 보였다. 그러나 보상전략, 정의적 전략, 사회적 전략은 상관관계가 있긴 하였으나 그 상관성이 낮았다. 이와 같은 특성을 보이는 결혼이민자의 학습양식과 사용 빈도가 높은 한국어 학습전략, 학습양식 유형과 학습전략 간의 상관성을 고려한 한국어 학습전략을 개발할 필요가 있다. 결혼이민자의 특성을 바탕으로 개발된 학습전략을 활용한 훈련을 통하여 결혼이민자의 한국어능력을 이른 시일 내에 함양시킬 수 있을 것이다. The purpose of this study is to find out Korean learning style of marriage emigrants and the Korean learning strategy and analyze interrelationship between the Korean learning style and the Korean learning strategy. To sum up this study, first, most marriage emigrants showed high distribution in the visual, extrovert, and closing learning styles. But there is a little difference among people using different languages. The Chinese prefer the visual learning style while the Vietnamese prefer the physical learning style. And people with occupations prefer the visual learning style while people without occupations prefer the physical learning style. Second, in the learning strategy, the higher cognitive strategy was ranked in the first place, this is followed by the social strategy and then, this is followed by the cognitive strategy. Third, in interrelation between the learning style and the learning strategy, the memory strategy and the higher cognitive strategy are related with the learning style of unfolding thinking while the cognitive strategy is related with the task approach style and the learning style of unfolding thinking. However, there is low correlation with the reward strategy, the emotion strategy, and the social strategy. The result of this study will be made good use as a basic resource for a course of Korean education curriculum related with marriage emigrants.

Effects of ARCS Motivation strategy on learning motivation, academic engagement and academic achievement according to the level of learning motivation

( Subin Jang ),( Insook Lee ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

This research has been performed targeting 32 of 4th grade students of M elementary school in Ansung, KyungGi-do in order to find out the effects of ARCS Motivation Strategy on learning motivation, academic engagement and academic achievement according to the level of learning motivation of learners. The major two issues of this research are that if learning motivation, academic engagement and academic achievement of elementary school students are correlated and what effects of the class with ARCS Motivation Strategy based on the level of learning motivation of learners are on learning motivation, academic engagement and academic achievement. The procedures are analyzing precedent studies of ARCS Motivation Strategy, writing 3-period teaching lessons focused on unit 2 of the 4th grade social studies and conducting an actual teaching. At this time, and academic engagement, Keller(1983)``s CIS was adopted for the measurement of learning motivation, NamHee Kim``s(2011),the translation of Skinner et al.,(2008) for that of academic engagement measurement. Before this, two experts of educational technology and three elementary teachers had checked the face validity of these measurements, and the preliminary survey had been conducted with two 4th grade primary students. In the case of academic achievement, the written scale fitted for academic goals and learning content was checked by two elementary school teachers. After selecting the subject of research, through an interview with a researcher, the class was intended with a teacher``s full understanding ARCS Motivation Strategy. As a post-test after the class with ARCS Motivation Strategy was done, learning motivation and academic engagement were tested and as for an academic achievement of learners, it was measured after every class. The result of the first major issue, if learning motivation, academic engagement and academic achievement of elementary school students are correlated, shows that learning motivation and academic engagement have positive relationship, but academic achievement has no relationship with learning motivation and academic engagement. The second major issue, that is, what effects of the class with ARCS Motivation Strategy based on the level of learning motivation of learners are on learning motivation, academic engagement and academic achievement, has no difference in learning motivation in the class with ARCS Motivation Strategy according to the level of learning motivation of learners, and an pre-existing motivation affects the next learning. In the case of academic engagement with ARCS Motivation Strategy according to the level of academic motivation of learners, the meaningful difference was shown that the level of learning motivation affects it. At last, there was no difference between academic engagement and achievement, suggesting that the level of learning motivation didn``t affect the academic achievement.

대학생의 감각처리 유형과 학습유형, 학습전략의 상관관계

홍소영 대한감각통합치료학회 2018 대한감각통합치료학회지 Vol.16 No.3

Objective : The purpose of this study is to investigate correlation of sensory processing patterns, learning styles and learning strategies for university students. Methods : Participants of this study are 115 students from K university in Busan, South Korea. Measurements are Adolescent/Adult Sensory Profile (AASP) for sensory processing patterns, the Study Process Questionnaire (SPQ) for learning styles, and the Motivated Strategies for Learning Questionnaire (MSLQ) for learning strategies. The data collected was analyzed by SPSS/WIN 20.0 for chisuare test and Pearson corelation coefficient. Results : For sensory processing patterns and learning styles, there were correlation between low registration type and surface type of learning (p=0.03), and between sensory seeking type and deep type of learning (p=0.02). For sensory processing patterns and learning strategies, sensory seeking type was correlated with organized learning strategy (p=0.00), and sensory sensitivity type was correlated with organizational learning strategy (p=0.03) and meta-cognitive learning strategy (p=0.00). Conclusion : This study found that there is correlation between sensory processing patterns, learning styles and learning strategies with implying learning styles and learning strategies can be different depends on sensory procession pattern. The results of this study can be used as a basic data to select learning type and learning strategy appropriate for an individual based on his or her sensory processing patterns. 목적 : 본 연구는 대학생의 감각처리 유형과 학습유형, 학습전략 간에 상관관계를 조사하고자 실시되었다. 연구방법 : 부산소재 K대학교의 학생 115명을 대상으로 실시하였다. 측정도구는 청소년/성인 감각프로파일(Adolescent/Adult Sensory Profile; AASP)과 학습과정 설문지(Study Process Questionnaire; SPQ)와 학습동기전략 설문지(Motivated Strategies for Learning Questionnarie; MSLQ)를 사용하여 감각처리 유형, 학습유형, 학습전략에 대한 설문을 실시하였다. 수집된 자료는 SPSS/WIN 20.0을 이용하여 카이 제곱 검정(chi square test), 피어슨상관계수(Pearson correlation coefficient)로 분석하였다. 결과 : 감각처리 유형과 학습유형의 상관관계에서 감각등록저하 유형은 표층형 학습유형(p=0.03), 감각추구 유형은 심층형 학습유형(p=0.02)과 상관관계가 있었다. 감각처리 유형과 학습전략의 상관관계에서 감각추구 유형은 조직화 학습전략(p=0.00), 감각민감 유형은 조직화 학습전략(p=0.03)및 초인지 학습전략(p=0.00)과 상관관계가 있었다. 감각추구성향의 차이에 따라 group A와 B로 나누었을 때 학습유형(p=0.00) 및 학습전략(p=0.03)에서 유의한 차이가 나타났다. 결론 : 감각처리 유형과 학습유형, 학습전략 간에 상관관계가 나타났으며 감각처리 유형에 따라 학습유형, 학습전략이 달라짐으로 개인에게 맞는 학습 유형과 학습전략을 선택함에 있어 기초자료로써 활용되어지는데 의의가 있다.

The Effects of ARCS Strategies on Learning Motivation, Academic Engagement and Achievement

( Subin Jang ),( Insook Lee ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

This research has been performed targeting 55 of 4th grade students of B elementary school in A city, Gyeonggi-do in order to find out the effects of ARCS Strategy on learning motivation, academic engagement and academic achievement. The major three issues of this research are that First, What is the effect of applying the lessons ARCS Strategies on Learning motivation? Second, what is the effect of applying the lessons ARCS Strategies on Academic engagement?, Third, what is the effect of applying the lessons ARCS Strategies on Academic Achievement?. The procedures are analyzing precedent studies of ARCS Strategy, writing 4-period teaching lessons focused on unit 2 of the 4th grade social studies and conducting an actual teaching. At this time, and academic engagement, Keller(1983)``s CIS was adopted for the measurement of learning motivation, Kim``s(2011), the translation of Skinner et al.,(2008) for that of academic engagement measurement. Before this, two experts of educational technology and three elementary teachers had checked the face validity of these measurements. In the case of academic achievement, the written scale fitted for academic goals and learning content was checked by two elementary school teachers. After selecting the subject of research, through an interview with a researcher, the class was intended with a teacher``s full understanding ARCS Strategy. As a post-test after the class with ARCS Strategy was done, learning motivation and academic engagement were tested and as for an academic achievement of learners, it was measured after every class. The summary of effect of class applied with ARCS strategy on the learning motivation, academic engagement, and achievement of learners is as follows. First of all, there was no significant effect of class applied with ARCS strategy on learning motivation. However, there was a significant effect of sub-factor, attention, on it. Such a result indicates that a class applied with ARCS strategy is needed to promote attention, a sub-factor of learning motivation. Secondly, there was no significant effect of class applied with ARCS strategy on academic engagement. However, there was a significant effect of sub-factor of engagement, behavioral engagement and emotional engagement, on it. Such a result indicates that there is a significant effect of class applied with ARCS on academic engagement, and a class applied with ARCS is needed to promote it further. Third, there was a significant effect of class applied with ARCS strategy on achievement. Such a result indicates that there is an effect of class applied with ARCS strategy as a tactic for deriving motivation of improving academic achievement of learners.

The Efficacy of Language Learning Strategy Instruction in a Korean High School English Class

장민경 한국중등영어교육학회 2019 중등영어교육 Vol.12 No.3

This paper examines the efficacy of language learning strategy instruction based on the cognitive academic language learning approach (CALLA). This paper studies the effect of language learning strategy instruction with particular reference to English proficiency, learning strategies, and the relationship between such strategies and motivation of a Korean high school student. In this study, seventy-nine high school students were given twenty weeks of instruction. The control groups were given lectures without employing a language learning strategy programs; conversely, the experimental groups utilized language learning strategies. In order to assess student language proficiency, pre- and post-tests were given. SILL and questionnaires related to motivation as well as language learning strategy use were also adopted. Results showed that the scores of less-proficient students in the experimental group dramatically improved. The most frequently used strategy was cognitive strategy, while metacognitive strategy was reported least applied. After CALLA instruction, the experimental group of students used metacognitive strategy more actively. In addition, there was a strong correlation between language proficiency and language learning strategy use. This study also indicates that learner motivation influenced language learning strategies. Therefore, the implementation of language learning strategy instruction based on the cognitive academic language learning approach (CALLA) should be considered in language classes in Korean high schools.

중국인 중·고급 한국어 학습자의 지각적 학습스타일과 듣기 전략 연구

민유미 ( Min Youmi ),동준루 ( Dong Junru ) 이중언어학회 2018 이중언어학 Vol.71 No.-

The purpose of this study is to analyze the perceptual learning style preferences and listening strategies of Chinese learners of intermediate and advanced-level Korean as well as the correlation between perceptual learning style and listening strategy. To achieve this aim, this study conducted a listening test. The results of the listening test were used as the basis to divide the students into three groups(low, middle, high). The results of this study are as follows. First, Chinese learners of intermediate and advanced-level korean predominantly favored a visual learning style. Second, learners stated that they tend to use affective strategy and compensatory strategy as listening strategies. In particular, differences in cognitive strategy, metacognitive strategy, affective strategy, social strategy demonstrated statistical significance between groups. Third, an analysis of statistically significant correlations between perceptual learning style and listening strategy showed that visual learning style and auditory learning style had a static correlation with all strategies, while kinesthetic learning style had static correlation with all strategies except compensatory strategy. The correlation between perceptual learning style and listening strategy use by hearing ability was also analyzed, showing different results per level. The above results show the most optimum combinations of learning style and listening strategy for increased learning effects. This study will help instructors to conduct classes in a way that best complements the characteristics of their students and enable students/learners to learn more effectively.