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온라인 동영상강의를 활용한 블렌디드 환경에서 영어자기효능감과 자기결정성이 영어 성취도에 미치는 영향

Effects of English self-efficacy and self-determination on English achievement in a blended environment using online video lectures.

김정현
현대영어교육학회 (The Modern English Education Society)|2023.12|현대영어교육 (Modern English Education)|제24권 |pp. 223-237|DOI https://doi.org/10.18095/meeso.2023.24.1.223

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참고문헌

키워드

블렌디드 러닝자기결정성self-determinationBlended learning영어자기효능감온라인 동영상강의English selfefficacyonline video lectures

초록

This study aimed to investigate effect of self-determination and English self-efficacy on English achievement in a blended class environment. While conducting classroom lessons during the semester, students were encouraged to voluntarily utilize online video lectures according to their individual needs. Survey results of 158 respondents showed that 48.1% of students used the video lectures for exam preparation, review, preparation, or understanding classroom classes. Second, 74% of students said that using video lectures as a supplement was helpful for improving their achievement. Third, students used video lectures according to their English proficiency, class understanding level, and learning style. Fourth, English self-efficacy and English achievement showed a significant positive (+) relationship. Although self-determination also showed a positive (+) correlation with English achievement, it was not statistically significant. Selfdetermination had a significant correlation with English self-efficacy. Fifth, English self-efficacy and English achievement had a significant positive (+) effect. Although self-determination had a negative (-) effect with English achievement, it was not statistically significant. In-depth interviews with four students revealed that English self-efficacy was analyzed differently depending on participants' English proficiency. Of sub-variables of English self-efficacy, only identified regulation was analyzed.

Abstract

This study aimed to investigate effect of self-determination and English self-efficacy on English achievement in a blended class environment. While conducting classroom lessons during the semester, students were encouraged to voluntarily utilize online video lectures according to their individual needs. Survey results of 158 respondents showed that 48.1% of students used the video lectures for exam preparation, review, preparation, or understanding classroom classes. Second, 74% of students said that using video lectures as a supplement was helpful for improving their achievement. Third, students used video lectures according to their English proficiency, class understanding level, and learning style. Fourth, English self-efficacy and English achievement showed a significant positive (+) relationship. Although self-determination also showed a positive (+) correlation with English achievement, it was not statistically significant. Selfdetermination had a significant correlation with English self-efficacy. Fifth, English self-efficacy and English achievement had a significant positive (+) effect. Although self-determination had a negative (-) effect with English achievement, it was not statistically significant. In-depth interviews with four students revealed that English self-efficacy was analyzed differently depending on participants' English proficiency. Of sub-variables of English self-efficacy, only identified regulation was analyzed.

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