전략기반교수(SBI) 활동이 외국어전공 대학생의 자기주도적 학습능력에 미치는 영향 = Using SBI Model to Promote Self - Directed Learning Ability of English Major Students

다국어 초록 (Multilingual Abstract)

Learner Autonomy is based on the concept that individual learners have a natural tendency to take control over their own learning and they are able to control, manage, and monitor their own learning process. Since foreign language learning requires repeated motivational drives, self-regulation, reflection and recursive feedback in the process, autonomous learning or self-directed learning is crucial for successful English learning. While college students are expected to be equipped with learner autonomy, earlier studies in Korea have reported that they have difficulty in controlling their learning process due to the lack of autonomous learning opportunities.
This study investigates the effect of Strategy-Based Instruction(SBI) model on self-directed learning ability after applying it to the group of college students for one semester. The SBI model, which has been developed by adopting Brown(2002), includes self-diagnosing questionnaire survey, self-reflection, learning log writing, and group discussion. After 10 week treatment, the change of self-directed learning ability was examined by comparing learning strategy use of before and after the treatment. The results of the analysis showed that regardless of learners’ English ability level, learning strategy use increased significantly after taking part in SBI activities. Also, learning strategy use after the treatment was significantly correlated with the intensity of learners’intrinsic motivation. From this finding, pedagogical implications are briefly discussed and ways of using the SBI model are suggested.

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