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      대학생 영어학습자의 영어 온라인 활동과 영어학습 자기주도성, 국제사회에 대한 태도 및 영어능력 사이의 구조적 관계 = The Structural Relationship among English Online Activities, Self-directedness, Attitudes toward International Community and English Proficiency of Korean EFL University Students

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      https://www.riss.kr/link?id=A106887250

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      다국어 초록 (Multilingual Abstract)

      This study investigates the structural relationship among use of English internet and online activities, self-directedness in English learning, attitudes toward international community and English proficiency. A total of 560 Korean EFL university students participated in this study. Results showed that students revealed a low degree of use of English online services and they were most likely to use English video services such as YouTube, that their self-directedness in learning English and attitudes toward international community were both at a medium level. The result also showed that all the variables were significantly different in English proficiency levels. The SEM analysis revealed that all of the paths in the model were statistically significant, where English online activities had direct paths to attitudes, self-directedness, and English proficiency. Attitudes had a direct path to self-directedness, which, in turn, had a direct path to English proficiency. (Geumgang University)
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      This study investigates the structural relationship among use of English internet and online activities, self-directedness in English learning, attitudes toward international community and English proficiency. A total of 560 Korean EFL university stud...

      This study investigates the structural relationship among use of English internet and online activities, self-directedness in English learning, attitudes toward international community and English proficiency. A total of 560 Korean EFL university students participated in this study. Results showed that students revealed a low degree of use of English online services and they were most likely to use English video services such as YouTube, that their self-directedness in learning English and attitudes toward international community were both at a medium level. The result also showed that all the variables were significantly different in English proficiency levels. The SEM analysis revealed that all of the paths in the model were statistically significant, where English online activities had direct paths to attitudes, self-directedness, and English proficiency. Attitudes had a direct path to self-directedness, which, in turn, had a direct path to English proficiency. (Geumgang University)

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      참고문헌 (Reference)

      1 김정태, "한국인 대학생들의 영어 말하기능력과 자기주도 영어 학습능력 간의 관계성 연구" 사단법인 인문사회과학기술융합학회 8 (8): 863-871, 2018

      2 윤석화, "대학생들의 온라인 언어학습에 대한 의식 및이용 실태에 관한 연구" 한국멀티미디어언어교육학회 10 (10): 223-241, 2007

      3 Lamb, M, "‘It Depends on the Students Themselves’ : Independent Language Learning at an 568 Indonesian State School" 17 (17): 229-245, 2004

      4 Thanasoulas, D., "What is Learner Autonomy and How Can It Be Fostered?" 6 (6): 11-, 2000

      5 Cobb, R. Jr., "The Relationship between Self-regulated Learning Behaviors and Academic Performance in Web-based Courses" Virginia Politechnic Institute and State U 2003

      6 Sperling, R. A., "The Measurement and Predictive Ability of Metacognition in Middle School Learners" 105 (105): 1-7, 2012

      7 Pearson, N., "The Idiosyncrasies of Out-of-class Language Learning: A Study of Mainland Chinese Students Studying English at Tertiary Level in New Zealand" 2004

      8 Benson, P., "Teaching and researching autonomy in language learning" Longman 2001

      9 Kosnin, A. M, "Self-regulated Learning and Academic Achievement in Malaysian Undergraduates" 8 (8): 221-228, 2007

      10 Moradi, H, "Self-directed Learning in Language Teaching-learning Processes" 8 (8): 59-64, 2018

      1 김정태, "한국인 대학생들의 영어 말하기능력과 자기주도 영어 학습능력 간의 관계성 연구" 사단법인 인문사회과학기술융합학회 8 (8): 863-871, 2018

      2 윤석화, "대학생들의 온라인 언어학습에 대한 의식 및이용 실태에 관한 연구" 한국멀티미디어언어교육학회 10 (10): 223-241, 2007

      3 Lamb, M, "‘It Depends on the Students Themselves’ : Independent Language Learning at an 568 Indonesian State School" 17 (17): 229-245, 2004

      4 Thanasoulas, D., "What is Learner Autonomy and How Can It Be Fostered?" 6 (6): 11-, 2000

      5 Cobb, R. Jr., "The Relationship between Self-regulated Learning Behaviors and Academic Performance in Web-based Courses" Virginia Politechnic Institute and State U 2003

      6 Sperling, R. A., "The Measurement and Predictive Ability of Metacognition in Middle School Learners" 105 (105): 1-7, 2012

      7 Pearson, N., "The Idiosyncrasies of Out-of-class Language Learning: A Study of Mainland Chinese Students Studying English at Tertiary Level in New Zealand" 2004

      8 Benson, P., "Teaching and researching autonomy in language learning" Longman 2001

      9 Kosnin, A. M, "Self-regulated Learning and Academic Achievement in Malaysian Undergraduates" 8 (8): 221-228, 2007

      10 Moradi, H, "Self-directed Learning in Language Teaching-learning Processes" 8 (8): 59-64, 2018

      11 McLoughlin, C, "Personalised and Self Regulated Learning in the Web 2. 0 Era : International Exemplars of Innovative Pedagogy Using Social Software" 26 (26): 28-43, 2010

      12 Schleicher. A., "PISA 2018: Insights and Interpretation" OECD 2019

      13 OECD, "PISA 2018"

      14 Zulkiply, N., "Metacognition: What Role does it Play in Students’ Academic Performance?" 15 (15): 97-105, 2008

      15 Schleifer, L. L., "Metacognition and Performance in the Accounting Classroom" 24 (24): 339-367, 2009

      16 Hyland, F, "Learning Autonomously : Contextualising Out-of-class English Language Learning" 13 (13): 180-202, 2004

      17 Little D, "Language Learner Autonomy : Some Fundamental Considerations Revisited" 1 (1): 14-29, 2007

      18 Greenhow, C., "Informal Learning and Identity Formation in Online Social Networks" 34 : 119-140, 2009

      19 Rouis, S., "Impact of Facebook Usage on Students’ Academic Achievement : Role of Self-regulation and Trust" 9 (9): 961-994, 2011

      20 Bris, A., "IMD World Digital Comptettiveness Ranking 2019"

      21 IMD, "IMD World Competitiveness Yearbook" 2019

      22 Bonk, C. J, "How Technology is Changing School" 67 (67): 60-65, 2010

      23 NMC, "Horizon Report in Higher Education" 2017

      24 Mathai, R. V., "H. B. Long & Associates, Twenty-First Century Advances in Self-directed Learning" Motorola U 127-153, 2002

      25 Bulik, R. J., "H. B. Long & Associates, Practice & theory in self-directed learning" otorola UP 265-276, 2000

      26 Little D., "Autonomy and language learning: Maintaining control" Hong Kong UP 147-173, 2009

      27 Thadphoothon J, "Attitudes and English Achievement : A Classroom Research" 6 (6): 52-61, 2001

      28 Ministry of Science and ICT, "2019 The Survey on Smart Phone Overdependence" 2020

      29 Ministry of Science and ICT, "2019 Survey of the Internet Usage" 2020

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2026 평가예정 재인증평가 신청대상 (재인증)
      2020-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2017-01-01 평가 등재학술지 유지 (계속평가) KCI등재
      2013-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2010-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2008-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2005-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2004-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2003-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.25 0.25 0.27
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.27 0.26 0.598 0.13
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