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비대면 영어학습 만족도에 영향을 미치는 요인: 대학생, 고등학생, 중학생 학습자 그룹별 차이검증

Determinants influencing untact English learning: A comparative analysis of learner groups

정희정
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2020.12|영어교육연구 (English Language Teaching)|제32권 제4호|pp. 225-247|DOI 10.17936/pkelt.2020.32.4.012

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참고문헌

키워드

언택트 영어학습(untact in English learning)그룹 차이(group difference)영어학습자 만족도(English learners’ satisfaction)
주제분류영어와문학

초록

The main purpose of this study is to empirically investigate what factors make learners more satisfactory for untact English learning. In addition, this study verifies what differences in factors affecting the satisfaction of untact English learning in groups of English learners of different learning groups (college students, high school students, and middle school students) taking into account learner characteristics. To achieve this study’s goals, the research model with four variables (learning level, learning support, learning interactivity, and learning flexibility) that positively affects the satisfaction of untact English education was proposed. In addition, the influence of these variables was divided into three groups (university, high school, and middle school) in order to analyze the differences between groups. A structural equation modeling and multi-group difference analysis were conducted based on the survey of 365 responses (116 university students, 122 high school students, and 127 middle school students). The results show that all proposed hypotheses (H1-H4) that test the relationships between four variables and the satisfaction of untact English learning were fully supported while H5 testing the difference of each path was partially supported. The study concludes with a discussion of results and implications of the study’s findings. (195 words)

Abstract

The main purpose of this study is to empirically investigate what factors make learners more satisfactory for untact English learning. In addition, this study verifies what differences in factors affecting the satisfaction of untact English learning in groups of English learners of different learning groups (college students, high school students, and middle school students) taking into account learner characteristics. To achieve this study’s goals, the research model with four variables (learning level, learning support, learning interactivity, and learning flexibility) that positively affects the satisfaction of untact English education was proposed. In addition, the influence of these variables was divided into three groups (university, high school, and middle school) in order to analyze the differences between groups. A structural equation modeling and multi-group difference analysis were conducted based on the survey of 365 responses (116 university students, 122 high school students, and 127 middle school students). The results show that all proposed hypotheses (H1-H4) that test the relationships between four variables and the satisfaction of untact English learning were fully supported while H5 testing the difference of each path was partially supported. The study concludes with a discussion of results and implications of the study’s findings. (195 words)

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