우리나라 초, 중, 고 학습자의 영어학습주도성 연구
A study of Korean students’ self-directed language learning readiness (SDLLR)
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The purpose of this study is to examine how well Korean students are ready for self-directed language learning and how their readiness has been changed by learning English for their public school years. 1,391 Korean students were investigated on their Self-Directed Language Learning Readiness (SDLLR, H. Kim & M. Kim, 2009) across the age groups,elementary, middle, and high school groups. Their SDLLR was also compared to their selfdirected learning readiness (SDLR, H. Kim & K. Kim, 2010), modified from Guglielmino’s scale (1977) to check if there is any particular difference in learning between English and other subjects. Furthermore, this study attends to other ‘student’ factors that might influence their SDLLR, such as motivation, gender, study-abroad experience, and age to start learning English. The result shows that Korean students’ SDLLR significantly decreases as they study English longer. Surprisingly, the average scale score of SDLLR in the elementary school group was significantly higher than that in the other two groups. This decreasing pattern was also similarly shown in the SDLR measurement, but their SDLLR score was significantly lower than that of their SDLR. Motivation, gender, age to start learning English, and oversea study experience all significantly influenced their SDLLR. In conclusion, Korean students do not seem to successfully develop their language learning autonomy from their learning experience during public school years. Many students fail to hold their motivation,confidence, and responsibility in learning English. The Korean national curriculum aiming at developing the self-directed learning ability needs to be systematically reviewed and revised to achieve their ultimate goal.
Abstract
The purpose of this study is to examine how well Korean students are ready for self-directed language learning and how their readiness has been changed by learning English for their public school years. 1,391 Korean students were investigated on their Self-Directed Language Learning Readiness (SDLLR, H. Kim & M. Kim, 2009) across the age groups,elementary, middle, and high school groups. Their SDLLR was also compared to their selfdirected learning readiness (SDLR, H. Kim & K. Kim, 2010), modified from Guglielmino’s scale (1977) to check if there is any particular difference in learning between English and other subjects. Furthermore, this study attends to other ‘student’ factors that might influence their SDLLR, such as motivation, gender, study-abroad experience, and age to start learning English. The result shows that Korean students’ SDLLR significantly decreases as they study English longer. Surprisingly, the average scale score of SDLLR in the elementary school group was significantly higher than that in the other two groups. This decreasing pattern was also similarly shown in the SDLR measurement, but their SDLLR score was significantly lower than that of their SDLR. Motivation, gender, age to start learning English, and oversea study experience all significantly influenced their SDLLR. In conclusion, Korean students do not seem to successfully develop their language learning autonomy from their learning experience during public school years. Many students fail to hold their motivation,confidence, and responsibility in learning English. The Korean national curriculum aiming at developing the self-directed learning ability needs to be systematically reviewed and revised to achieve their ultimate goal.
참고문헌 (33)
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