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The Effect of Self-Regulated Learning Ability Components on English Performance

전지현
한국언어과학회 (The Korean Association Of Language Sciences)|2011.11|언어과학 (Journal of Language Sciences)|제18권 제4호|pp. 145-168

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참고문헌

키워드

전략동기자기조절능력motivationstrategyKorean college studentsself-regulated learning ability목표설정행동조절goal setting한국대학생action-control
주제분류언어학

초록

This study investigated the relationship between self-regulated learning ability and English learning performance after categorizing self-regulated learning ability into four components (i.e. motivation, goal setting, action control and strategy). 124 undergraduate students participated in the study and filled out four instruments designed to measure each component of the participants' self-regulated learning ability. The participants also submitted a score of either an official TOEIC test or a mock TOEIC test, which was considered as the participants' English proficiency level. Independent sample t-tests and multiple regression analyses were performed. This study revealed that there was no statistically signifiant difference in the use of the components of self-regulated learning ability between a lower-level English proficiency group and an upper-level English proficiency group. However, classifying motivation and strategy components into sub-groups, this study revealed that the two different proficiency groups differed significantly in the use of memory-related strategy and intrinsic motivation. In addition, this study showed among the components of self-regulated learning ability, intrinsic motivation, extrinsic motivation, meta-cognitive strategy, and cognitive strategy were significant predictors in explaining the participants' English performance. Further research directions were discussed.

Abstract

This study investigated the relationship between self-regulated learning ability and English learning performance after categorizing self-regulated learning ability into four components (i.e. motivation, goal setting, action control and strategy). 124 undergraduate students participated in the study and filled out four instruments designed to measure each component of the participants' self-regulated learning ability. The participants also submitted a score of either an official TOEIC test or a mock TOEIC test, which was considered as the participants' English proficiency level. Independent sample t-tests and multiple regression analyses were performed. This study revealed that there was no statistically signifiant difference in the use of the components of self-regulated learning ability between a lower-level English proficiency group and an upper-level English proficiency group. However, classifying motivation and strategy components into sub-groups, this study revealed that the two different proficiency groups differed significantly in the use of memory-related strategy and intrinsic motivation. In addition, this study showed among the components of self-regulated learning ability, intrinsic motivation, extrinsic motivation, meta-cognitive strategy, and cognitive strategy were significant predictors in explaining the participants' English performance. Further research directions were discussed.

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