본문 바로가기
KERD
논문KCI 등재

영어 학습 동기에 대한 비교연구: 온라인 성인 학습자 사례를 중심으로

A comparison on English learning motivation: A case study for online English learners in higher education

김정옥
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2022.06|영어교육연구 (English Language Teaching)|제34권 제2호|pp. 27-44|DOI 10.17936/pkelt.2022.34.2.002

2

조회

0

다운로드

3

인용

0

참고문헌

키워드

제 2언어 학습동기(L2 learning motivation)제 2언어 동기적 자아 구조(L2 motivational self- system)블렌디드 러닝(blended learning)이상적 자아(ideal self)필연적 자아(ought-to self)
주제분류영어와문학

초록

This study aims to explore the English learning motivation of Korean adult learners in higher education and compare L2 (2nd language) selves between undergraduate students (US) and graduate students (GS). Twenty-three GS and 133 US from online English communicative classes participated in the study. Descriptive statistics, t-test, regression analysis for quantitative data and written interviews, and study journal for qualitative data were adopted and analyzed. The results showed that both groups’ ideal L2 selves positively influenced their English learning motivation. In the meantime, US tends to focus on their learning process readjust to their learning objectives shown in the study journal. GS, however, tends to be stressed out in learning revealed in the written interview. Also, the ought-to L2 selves influence US and GS differently. For example, US ought- to L2 selves positively affected the learners’ goal-oriented and study-oriented motivation. Instead, GS ought-to L2 selves negatively influenced all motivation orientations with a bit of difference. Nevertheless, given the GS’s higher learning-oriented learning motivation and the influx of an aging society, meaningful consideration of adult learners should be more focused. Based on the research findings, pedagogical implications about adult education are more discussed.

Abstract

This study aims to explore the English learning motivation of Korean adult learners in higher education and compare L2 (2nd language) selves between undergraduate students (US) and graduate students (GS). Twenty-three GS and 133 US from online English communicative classes participated in the study. Descriptive statistics, t-test, regression analysis for quantitative data and written interviews, and study journal for qualitative data were adopted and analyzed. The results showed that both groups’ ideal L2 selves positively influenced their English learning motivation. In the meantime, US tends to focus on their learning process readjust to their learning objectives shown in the study journal. GS, however, tends to be stressed out in learning revealed in the written interview. Also, the ought-to L2 selves influence US and GS differently. For example, US ought- to L2 selves positively affected the learners’ goal-oriented and study-oriented motivation. Instead, GS ought-to L2 selves negatively influenced all motivation orientations with a bit of difference. Nevertheless, given the GS’s higher learning-oriented learning motivation and the influx of an aging society, meaningful consideration of adult learners should be more focused. Based on the research findings, pedagogical implications about adult education are more discussed.

참고문헌 (67)

  1. 김경자, "한국 중등 학생들의 영어학습 동기모형과 변화: 종단연구", 영어교육, 71(2), pp.141~162 (2016), 한국영어교육학회[DOI]
  2. 김경자, "온라인 영어 수업에서 학습 동기와 의사소통의지: 구조방정식 모형", Studies in English Education, 25(4), pp.653~674 (2020), 글로벌영어교육학회
  3. 윤성규, "코로나19 환경의 온라인 관광영어수업에 관한 연구", 영상영어교육, 21(3), pp.101~119 (2020), 영상영어교육학회[DOI]
  4. 김남익, "대학에서의 거꾸로 학습(Flipped learning) 사례 설계 및 효과성 연구: 학습동기와 자아효능감을 중심으로", 교육공학연구, 30(3), pp.467~492 (2014), 한국교육공학회
  5. 김남희, "사이버대학생의 영어 학습 동기와 탈동기화 연구", 한국콘텐츠학회 논문지, 19(12), pp.129~140 (2019), 한국콘텐츠학회[DOI]
  6. 김용석, "인지적 요인과 정의적 요인 차원에서 사회교육적 동기 모형과 L2 동기 자아 체계의 비교", Foreign Languages Education, 19(4), pp.181~214 (2012), 한국외국어교육학회
  7. 김정옥, "온라인상 대학생 영어 말하기 수업 설계", 영어교과교육, 20(3), pp.119~138 (2021), 한국영어교과교육학회[DOI]
  8. 김정옥, "온라인 성인 영어 학습자의 영어 학습동기 및 제 2언어 자아 인식 연구", 영어어문교육, 27(4), pp.17~34 (2021), 한국영어어문교육학회[DOI]
  9. 김태영, "온-오프라인 결합 교양영어 수강 대학생들의 학습동기 유형과 변화", 현대영어교육, 12(1), pp.126~156 (2011), 현대영어교육학회
  10. 김해동, "대학생과 고교생의 영어 학습 동기와 학습 전략 변화 비교", 응용언어학, 19(1), pp.10~212 (2003), 한국응용언어학회
  11. 나은진, "중학생들의 영어 숙달도와 동기 및 사회적 거리와의 상관관계", 영어교육연구, 15(3), pp.223~252 (2003), 팬코리아영어교육학회
  12. 맹은경, "동기가 학습에 미치는 영향", 현대영어교육, 2(2), pp.157~170 (2001)
  13. 박정연, "성인 영어학습자의 체면과 가능한 자아가 학습참여 동기에 미치는 영향", 석사, 교육학과 평생교육전공, pp.2012
  14. 배영주, "사이버 공간에서의 자기주도학습 활동에 관한 질적 사례 연구", 교육과정연구, 28(2), pp.205~223 (2010), 한국교육과정학회[DOI]
  15. 신호영, "이러닝 학습자들의 이러닝 이용동기 및 이용의도에 관한 탐색적 연구", 한국융합학회논문지, 10(7), pp.225~233 (2019), 한국융합학회[DOI]
  16. 이보경, "코로나 19로 인한 비대면 교양영어 수업의 학습자 반응에 관한 연구", 교양교육연구, 14(4), pp.97~112 (2020), 한국교양교육학회
  17. 이현철, "이러닝 특성이 학습자의 학업성과에 미치는 영향에 관한 연구", 한국컴퓨터정보학회논문지, 14(5), pp.201~209 (2009), 한국컴퓨터정보학회
  18. 이희수, "연구논단 : 학습자에 대한 동기부여 방안", 임금연구, 19(1), pp.34~43 (2011)
  19. 임현민, "중년기 성인학습자의 교육참여 동기에 관한 연구", 석사, 교육학, pp.2003
  20. 장봉석, "플립러닝이 초등학생의 발달과 학업성취에 주는 효과의 메타분석", 교육과정평가연구, 21(2), pp.79~101 (2018), 한국교육과정평가원[DOI]
  21. 정헌진, "대학원 여성의 학습참여 동기와 저해요인", 석사, 평생교육, pp.2009
  22. 채완순, "고등교육 온라인 러닝 환경 개선을 위한 오픈 러닝 플랫폼의 개념적 프레임워크 연구", 석사, pp.2018
  23. 최운실, "成人敎育類型에 따른 敎育參與 特性分析", 박사, 교육학, pp.1986
  24. 황정희, "대학 교양영어 수강자들의 영어 학습동기와 동기 변화에 관한 사례 연구", 영어교과교육, 12(1), pp.97~121 (2013), 한국영어교과교육학회[DOI]
  25. Anderson, T., "The theory and practice of online learning", pp.45~74 (2008), AU Press
  26. Bergmann, J., "Flip your classroom: Reach every student in every class every day" (2012), ISTE
  27. Clément, R., "Language: Social psychological perspectives", pp.147~154 (1980)
  28. Pergamon. Cronbach, L. J., "Citation classics", Current Contents, 13, pp.263~ (1978)
  29. Crystal, D., "English as a global language" (2003), Cambridge University Press
  30. Deci, E. L., "Intrinsic motivation and self-determination in human behavior" (1985), Plenum
  31. Dörnyei, Z., "Motivation and motivating in the foreign language classroom", Modern Language Journal, 78, pp.273~284 (1994)
  32. Dörnyei, Z., "Motivation in action : Towards a process-oriented conceptualization of student motivation", British Journal of Educational Psychology, 70, pp.519~538 (2000)
  33. Dörnyei, Z., "Teaching and researching motivation" (2011), Longman
  34. Dörnyei, Z., "Teaching and researching motivation" (2001), Pearson Education
  35. Dörnyei, Z., "The psychology of the language learner: Individual differences in second language acquisition" (2005), Lawrence Erlbaum
  36. Dörnyei, Z., "Motivation, language identity and the L2 self", pp.9~42 (2009), Multilingual Matters
  37. Dörnyei, Z., "Some dynamics of language attitudes and motivation : Results of a longitudinal nationwide study", Applied Linguistics, 23, pp.421~462 (2002)
  38. Dörnyei, Z., "Motivation, language attitudes and globalisation: A Hungarian perspective" (2006), Multilingual Matters LTD
  39. Motivation in action: A process model of motivation, "Dörnyei, Z.", 43~69, pp.Working Papers in Applied Linguistics, 4 (1998)
  40. Dörnyei, Z., "The handbook of second language acquisition", pp.589~630 (2003), Blackwell
  41. Gardner, R. C., "Motivational variables in second language acquisition", Canadian Journal of Psychology, 13, pp.266~272 (1959)
  42. Gardner, R. C., "Social psychology and second language learning: The role of attitudes and motivation" (1985), Edward Arnold
  43. Gardner, R. C., "Motivation and second language acquisition", pp.1~19 (2001), University of Hawaii Press
  44. Hammond, M., "How trainee teachers of IT approach teaching their subject", Journal of Computer Assisted Learning, 12(2), pp.166~176 (2001)
  45. Houle, C. O., "The inquiring mind" (1961), University of Wisconsin Press
  46. Khan, B. H., "Web-based instruction", pp.5~18 (1997), Educational Technology Publications
  47. Higgins, E. T., "Self-discrepancy : A theory relating self and affect", Psychological Review, 94, pp.319~340 (1987)
  48. Higgins, E. T., "Promotion and prevention: Regulatory focus as motivational principle", Advances in Experimental Social Psychology, 30, pp.1~46 (1998)
  49. Hodges, C. B., "The difference between emergency remote teaching and online learning", Educational Review, 11(7), pp.1~10 (2020)
  50. Kim, T. -Y., "Motivation and attitudes toward foreign language learning as socio-politically mediated constructs : The case of Korean high school students", The Journal of Asia TEFL, 3, pp.165~192 (2006)
  51. Tae-Young Kim, "Socio-political influences on EFL motivation and attitudes: comparative surveys of Korean high school students", Asia Pacific Education Review, 11(2), pp.211~222 (2010), 교육연구소[DOI]
  52. 김정옥, "English Proficiency Development as an On-Going Process for Korean Adults", 영어어문교육, 22(1), pp.65~84 (2016), 한국영어어문교육학회
  53. Lamb, M., "A self system perspective on young adolescents’ motivation to learn English in urban and rural settings", Language Learning, 62(4), pp.997~1023 (2012)
  54. Markus, H., "Possible selves", American Psychologist, 41(9), pp.954~969 (1986)
  55. Noels, K. A., "Learning Spanish as a second language : Learners’ orientations and perceptions of their teachers’ communication style", Language Learning, 51, pp.107~144 (2001)
  56. Nunnaly, J., "Psychometric theory" (1978), McGraw-Hill
  57. Oxford, R., "Language learning strategies around the world cross-cultural perspectives. Second Language Teaching & Curriculum Center" (1996), University of Hawai'I press
  58. Oxford, R., "Language learning motivation : Expanding the theoretical framework", Modern Language Journal, 78(1), pp.12~28 (1994)
  59. Pudyastuti, E., "Success stories in English language teaching and learning", pp.421~430 (2014), State University of Malang
  60. Rajab, A., "The relationship between L2 motivational self-system and L2 learning among TESL students in Iran", Social and Behavioral Sciences, 66, pp.419~424 (2012)
  61. Rossiter, J. R., "Toward a valid measure of E-retailing service quality", Journal of Theoretical and Applied Electronic Commerce Research, 2, pp.36~48 (2007)
  62. Taguchi, T., "Motivation, language identity and the L2 self", pp.66~97 (2009), Multilingual Matters
  63. Ushioda, E., "Language, education and society in a changing world", pp.239~245 (1996), Multilingual Matters
  64. Ushioda, E., "Learner autonomy in the foreign language classroom: Teacher, learner, curriculum, assessment", pp.90~102 (2003), Authentik
  65. Wan, Z., "The role of information technology in technology mediated learning : A Review of the past for the future", Journal of Information Systems Education, 18(2), pp.183~193 (2007)
  66. Weiner, B., "Human motivation: Metaphors, theories and research" (1992), Sage
  67. Williams, M., "Psychology for language teachers" (1997), Cambridge University Press

관련 논문AI추천

성인 영어 학습자의 제2 언어 자아가 학습 동기에 미치는 영향이승은21세기영어영문학회 · 영어영문학212025 · 제38권 제3호What (De)Motivates Adult Online Learners to Learn English?송민영아시아테플 · Journal of Asia TEFL2024 · 제21권 제4호제2언어 자아 체계와 영어 성취도: 한국 대학생 사례김정현현대영어교육학회 · 현대영어교육2022 · 제23권 제4호제2언어 자아와 영어 학습 동기: 면담법을 통한 사례 연구김태영팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제3호한국 성인 학습자의 영어에 대한 요구 조사: K사이버대학생을 중심으로김영우, 김주혜팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제3호한국 노인 학습자의 영어 학습동기와 탈동기김태영팬코리아영어교육학회 · 영어교육연구2022 · 제34권 제3호

이 간행물의 다른 논문 (3건)

The Effects of Self-recording Videos on the Development of Middle School Students’ EFL Skills in Korea박윤주, 조수경pp. 1-26래쉬 모델을 활용한 예비교사들의 영어 글쓰기에 대한 불안 및 불안 이유 분석신유선pp. 45-61인공지능 딥 러닝 기법을 이용한 영어 시험의 성적 예측과 활용장호준, 이예나pp. 63-88
원문 보기