학습자 자율성과 실용영어능력에 관한 연구
An investigation into learner autonomy in relation to practical English skills
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Abstract
The goal of this study is to demonstrate the value of autonomy in English language learning by exploring the relationship between learner autonomy and practical English skills. In this study, learner autonomy is examined with three subconstructs that may influence the level of learner autonomy: responsibility, self-confidence, and metacognitive strategy use. For the purpose of the study, the learner autonomy scale was developed and administered to 179 high school freshmen. In addition to the survey, 40 questions were selected from the PELT (Practical English Level Test) level 5, and the test was administered to the same students. For data analysis, correlation, regression, and multi-variate analysis of variance were performed. The findings from the multiple regression analysis revealed that metacognitive strategy use alone accounted for 53.4% of variance of practical English skills. When the variable of confidence was entered as another predictor, they all together predicted 54.9% of variance in English proficiency, which indicates that confidence accounted for only 1.5% of the variance. The findings of the study are discussed, along with their pedagogical implications.
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