BL 기반 전공 영어학 수업에서 학업 성취도의 예측 변수로서 자기효능감과 자기조절학습전략

Abstract

This study empirically examines the impact of self-efficacy and self-regulated learning strategies on academic achievement in a blended learning(BL) environment for a major English linguistics course. The study was conducted over one semester with 53 students enrolled in a compulsory English linguistics course at a comprehensive university in Seoul. Data analysis revealed that students with higher levels of self-efficacy and self-regulated learning strategies demonstrated significantly higher academic achievement. Among the subcomponents, self-regulation efficacy and preference for task difficulty were significant predictors of academic performance, whereas confidence had a relatively minor effect. Additionally, motivational and cognitive strategies positively influenced academic outcomes, while behavioral strategies had a comparatively weaker impact. A significant positive correlation was found between self-efficacy, self-regulated learning strategies, and academic achievement. Multiple regression analysis further indicated that self-regulated learning strategies had the most substantial effect on academic performance. These findings suggest that confidence alone is insufficient for academic success without effective learning strategies and highlight the necessity of instructional design that fosters the development of self-regulated learning strategies in BL environments.