영어 학습자의 L2 정체성, 동기, 투자와 영어 말하기 성과 간의 구조적 관계에 관한 연구

Abstract

This study examines the structural relationships among Korean EFL learners’ L2 identity, learning motivation, investment, and English-speaking performance. Forty-nine male students at a two-year technical college in Busan participated in the study. Structural equation modeling and multiple regression analysis revealed that L2 identity significantly influenced learning motivation(ß=.807, p=.001), which in turn positively affected learning investment(ß=.721, p=.006). Among all variables, learning investment – particularly online learning investment – emerged as the strongest predictor of speaking performance(ß=.313, p=.036). While L2 identity and motivation did not have direct effects on speaking performance, their indirect effects through investment were notable. These findings highlight the central role of motivation and online learning investment in promoting speaking skills. Implications suggest that fostering learners’ L2 identity and supporting self-directed online learning may enhance speaking proficiency in EFL contexts.