웹 블렌디드(Web-blended) 과제수행에서 학습동기, 학습자 간 피드백, 그리고 학습성과의 구조적 관계 = Investigating the Structural Relationship among Learner`s Motivation, the Quality of Peer Review, and Performance in Web-blended Task-based Learning

다국어 초록 (Multilingual Abstract)

The purpose of the study is to investigate the influence of learners` motivation and the quality of peer review on achievement and satisfaction in a Web-blended learning environment. Participants were 64 undergraduate students, and the peer review is classified as the feedback provided to peer and the feedback received from my peer. Results included: 1) Motivation, especially task value, was a significant predictor of the quality of peer review (t=3.344, p<.05). 2) The quality of the feedback provided to peer was a significant predictor of achievement (β=.500; t=4.474, p<.05), meaning that learners who provided high-quality feedback for others tended to perform better. On the other hand, the quality of the feedback received from peer was not a significant predictor. 3) Achievement was a significant predictor of learners` satisfaction on learning (β=.512; t=4.617, p<.05). Based on these results, structural relationships among the variables were suggested: Motivation influenced the quality of the feedback provided to peer, which influenced achievement. Eventually, achievement was an influential variable for learners` satisfaction.

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