대학생들의 영어학습 신념과 영어성취도 점수와의 관계분석
The Relationship between College Students’ Beliefs about English Learning and Their English Achievement Scores
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The purpose of the study was to identify college students’ beliefs about English learning and to investigate the relationship between learners’ beliefs and their English achievement scores. It also examines their beliefs and achievement scores in terms of gender. For the purpose, questionnaire surveys were conducted, and the students’ TOEIC scores were analyzed and compared. The participants were 149 university students taking the summer intensive TOEIC course. Major findings of the study were as follows: First, most of the students think learning English is difficult. They also recognized the importance of culture and vocabulary for English learning, with more emphasis on fluency rather than accuracy, Moreover, students have more instrumental motivation than integrative motivation for learning English. In terms of learning belief and their achievement scores, there were no statistical differences between male and female students. However, their beliefs and achievement scores were found to be related. Pedagogically, it has been suggested that EFL teachers should be aware of students’ beliefs about English learning, such as the difficulty of language learning and communication strategies, for more effective instructional design. Suggestions for further research and limitation of the study are provided in the conclusion.
Abstract
The purpose of the study was to identify college students’ beliefs about English learning and to investigate the relationship between learners’ beliefs and their English achievement scores. It also examines their beliefs and achievement scores in terms of gender. For the purpose, questionnaire surveys were conducted, and the students’ TOEIC scores were analyzed and compared. The participants were 149 university students taking the summer intensive TOEIC course. Major findings of the study were as follows: First, most of the students think learning English is difficult. They also recognized the importance of culture and vocabulary for English learning, with more emphasis on fluency rather than accuracy, Moreover, students have more instrumental motivation than integrative motivation for learning English. In terms of learning belief and their achievement scores, there were no statistical differences between male and female students. However, their beliefs and achievement scores were found to be related. Pedagogically, it has been suggested that EFL teachers should be aware of students’ beliefs about English learning, such as the difficulty of language learning and communication strategies, for more effective instructional design. Suggestions for further research and limitation of the study are provided in the conclusion.
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