수준별 학습자의 정의적 요인이 영어 학습에 미치는 영향
The influence of level-differentiated students’ affective factors on English learning
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This study aims to investigate how the affective factors of the students from level-differentiatedclasses influence on their English learning. Based on the results of the placement test, theparticipants were divided into two different English classes. Three subcomponents of affectivefactors are autonomy, self-efficacy towards general learning, and self-efficacy towards Englishlearning. A total of 46 female students answered two questionnaires, one at the beginning andthe other at the end of the term. Interviews were also conducted with students to complement thesurvey. The results revealed that only the students’ self-efficacy towards English learning aredifferent: In the beginning of the class, the better the students’ English skills were, the higherstudents’ self-confidence on listening, speaking, and reading was. Also, the students who hadhigher self-efficacy towards English learning used more learning strategies when they studiedEnglish. However, the significant correlations were found only in their reading skill and learningstrategies at the end of the class. The students who had strong self-efficacy towards Englishlearning showed better understanding on their needs and wants of English study. The resultsverified that self-efficacy played a positive role in enhancing students’ English learning. Thus,helping students build positive self-efficacy is recommended
Abstract
This study aims to investigate how the affective factors of the students from level-differentiatedclasses influence on their English learning. Based on the results of the placement test, theparticipants were divided into two different English classes. Three subcomponents of affectivefactors are autonomy, self-efficacy towards general learning, and self-efficacy towards Englishlearning. A total of 46 female students answered two questionnaires, one at the beginning andthe other at the end of the term. Interviews were also conducted with students to complement thesurvey. The results revealed that only the students’ self-efficacy towards English learning aredifferent: In the beginning of the class, the better the students’ English skills were, the higherstudents’ self-confidence on listening, speaking, and reading was. Also, the students who hadhigher self-efficacy towards English learning used more learning strategies when they studiedEnglish. However, the significant correlations were found only in their reading skill and learningstrategies at the end of the class. The students who had strong self-efficacy towards Englishlearning showed better understanding on their needs and wants of English study. The resultsverified that self-efficacy played a positive role in enhancing students’ English learning. Thus,helping students build positive self-efficacy is recommended
참고문헌 (28)
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