자기주도의 웹기반 듣기학습 활동에서 자기조절 학습전략이 영어듣기학습 수행과 동기에 미치는 영향

• 영문명: Effects of Self-regulated Learning Strategy in Self-directed Web-based Listening Activities on Motivation and English Listening Performance
• 발행기관: 조선대학교 교과교육연구소
• 저자명: 조진현(Jin-Hyun Jo)
• 간행물 정보: 『미래교육현장연구』교과교육연구 33권 1호, 1~26쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.06.30

영문 초록

The purpose of this study was to investigate the effects of self-regulated learning strategy in self-directed web-based listening activities on motivation and English listening performance. Twenty-eight Korean university students participated in this study and they were asked to keep journals, or self-reflection report, as a self-regulated learning strategy before and after listening practice through website. In addition, students self-directed web-based listening activities with journals were monitored during the classes. They completed TOEIC test and questionnaires about motivation and attitude(MAQ) with four sub-scales: value (task value), interest (intrinsic goal orientation), attitude (self-efficacy), and control (control of learning beliefs). They were selected from the Motivational Strategies for Learning Questionnaire(MSLQ), developed by Pintrich et al. (1991). The results obtained from the pre- and post-LC test showed that there was a significant difference in listening performance. Observed improvements of the post-test scores of the MAQ scales for three out of four were statistically significant. It means that after experiencing self-regulated learning strategy use in WBL, they became more responsible for their own learning and more intrinsically orientated and believed that their efforts to learn made a difference in their learning and led positive outcomes. Based on these finding of the study, this research provides a reference for instructors who intended to use self-directed WBL activities as a part of their instructions. Also, it shows it is important to have students experience and use the designed SRL skills into their learning.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구결과

키워드

WBL web-based learning self-directed learning self-regulated learning strat egy motivation