블랜디드 러닝에서 한국 대학생들의 영어성취도에 미치는 동기효과에 관한 연구
A study on the effects of Korean students’ motivations on English achievement in blended learning
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This study aimed to find the effects of motivations on English achievement among college students studying English as a foreign language in Blended Learning (BL). A total of ninety four college students consisting of 44 male and 50 female students participated in the study and were categorized into three different groups (upper, middle, and lower) according to their English proficiency. A questionnaire for motivations based on the Self-Determination Theory (SDT) was employed. The findings were as follows: First, there was a meaningful increase in English achievement to middle and lower group after BL. Second, motivations (amotivation, extrinsic regulation, introjected regulation, identified regulation, and intrinsic regulation) were positively related to English achievement in BL. Especially, intrinsic regulation compared with other subtypes of motivations had a positive effect on English achievement. Third, regarding to the relation between motivation types and English proficiency in BL, the upper group was meaningfully affected in identified and intrinsic regulation. Last, intrinsic regulation had a positive effect on female students. Pedagogical implications are provided and some issues for further research are discussed.
Abstract
This study aimed to find the effects of motivations on English achievement among college students studying English as a foreign language in Blended Learning (BL). A total of ninety four college students consisting of 44 male and 50 female students participated in the study and were categorized into three different groups (upper, middle, and lower) according to their English proficiency. A questionnaire for motivations based on the Self-Determination Theory (SDT) was employed. The findings were as follows: First, there was a meaningful increase in English achievement to middle and lower group after BL. Second, motivations (amotivation, extrinsic regulation, introjected regulation, identified regulation, and intrinsic regulation) were positively related to English achievement in BL. Especially, intrinsic regulation compared with other subtypes of motivations had a positive effect on English achievement. Third, regarding to the relation between motivation types and English proficiency in BL, the upper group was meaningfully affected in identified and intrinsic regulation. Last, intrinsic regulation had a positive effect on female students. Pedagogical implications are provided and some issues for further research are discussed.
참고문헌 (38)
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