본문 바로가기
KERD
논문KCI 등재

Autonomy of undergraduate students in an asynchronous EFL program in Korea

1

조회

0

다운로드

2

인용

0

참고문헌

키워드

초록

Autonomy is considered one of the most crucial elements for learners’ academic success in asynchronous online programs. This study aimed to examine necessary attributes of autonomy and to measure students’ autonomy levels depending on those attributes. Additionally, it attempted to investigate the relationship between autonomy levels and academic performance in an online English class at a university in Korea. To this end, students’ self-reporting on necessary autonomous behaviors in their situated context, a questionnaire, semi-structured interviews, and a pre-test and post-test of English proficiency were used as research tools. It was found that 5 attributes of autonomy—extrinsic motivation (EM), intrinsic motivation (IM), learning strategies (LS), time and environment management (TM), and self regulation (SR)—were the major constructs of autonomy reported by the students in the online class. Participants had a moderate level of autonomy on average (M = 3.54). Among these variables students showed the highest EM (M = 3.97), but were less concerned with LS (M = 3.39) and IM (M = 2.96). Pearson’s correlational coefficients (r = .471, p < .01) indicated a positive and statistically valid relationship between autonomy and academic performance. In particular, their LS demonstrated the highest relationship with their performance despite students’ low levels of LS. EM showed a fairly strong relationship with performance while SR and TM had moderately strong relationships.

Abstract

Autonomy is considered one of the most crucial elements for learners’ academic success in asynchronous online programs. This study aimed to examine necessary attributes of autonomy and to measure students’ autonomy levels depending on those attributes. Additionally, it attempted to investigate the relationship between autonomy levels and academic performance in an online English class at a university in Korea. To this end, students’ self-reporting on necessary autonomous behaviors in their situated context, a questionnaire, semi-structured interviews, and a pre-test and post-test of English proficiency were used as research tools. It was found that 5 attributes of autonomy—extrinsic motivation (EM), intrinsic motivation (IM), learning strategies (LS), time and environment management (TM), and self regulation (SR)—were the major constructs of autonomy reported by the students in the online class. Participants had a moderate level of autonomy on average (M = 3.54). Among these variables students showed the highest EM (M = 3.97), but were less concerned with LS (M = 3.39) and IM (M = 2.96). Pearson’s correlational coefficients (r = .471, p < .01) indicated a positive and statistically valid relationship between autonomy and academic performance. In particular, their LS demonstrated the highest relationship with their performance despite students’ low levels of LS. EM showed a fairly strong relationship with performance while SR and TM had moderately strong relationships.

참고문헌 (49)

  1. Andrade, M. S., "A model for self-regulated distance language learning", Distance Education, 30(1), pp.47~61 (2009)
  2. Benson, P., "Autonomy and independence in language learning", pp.18~34 (1997), Addison Wesley Longman
  3. Benson, P., "Teaching and researching autonomy in language learning" (2001), Longman
  4. Benson, P., "Teaching and researching autonomy" (2011), Pearson
  5. Boekaerts, M., "Handbook of self-regulation" (2000), Academic Press
  6. Bouhnik, D., "Interaction in distance-learning courses", Journal of the American Society for Information Science and Technology, 57(3), pp.299~305 (2006)
  7. Cao, T. N., "Impacts of socio-culture on the development of autonomous learning: A lens of Vietnamese context", Journal of Studies in Education, 1(1), pp.1~19 (2011)
  8. Capper, J., "E-Learning growth and promise for the developing world", TechKnowLogia, 2(2), pp.7~10 (2001)
  9. 조영아, "The Relationships between the Self-directed Learning, Learning Strategies, and English Proficiency in L2 Learning", 언어학, 23(3), pp.49~67 (2015), 대한언어학회[DOI]
  10. Christison, M., "Student perceptions of academic language study", TESOL Quarterly, 20(1), pp.61~79 (1986)
  11. Cigdem, H., "Critical components of online learning readiness and their relationships with learner achievement", Turkish Online Journal of Distance Education, 17(2), pp.98~109 (2016)
  12. Cobb, R, "The relationship between self-regulated learning behaviorsand academic performance in web-based courses", PhD, pp.2003
  13. Dickinson, L., "ELT documents 103: Individualization in language learning", pp.7~28 (1978), The British Council
  14. Dickinson, L., "Self-instruction in language learning" (1987), Cambridge University Press
  15. Dixon, D, "Measuring language learner autonomy in tertiary-level learners of English", Ph.D, pp.2011
  16. Hardy, D. W., "Teaching and learning at a distance: What it takes to effectively design, deliver, and evaluate programs", pp.41~48 (1997), Jossey-Bass
  17. Hashemian, M., "The interrelationship of autonomy, motivation, and academic performance of Persian L2 learners in distance education contexts", Theory and Practice in Language Studies, 1(4), pp.319~326 (2011)
  18. Holec, H., "Autonomy and foreign language learning: Council of Europe" (1981), Pergamon Press
  19. Hurd, S., "Towards a better understanding of the dynamic role of the distance language learner: Learner perceptions of personality, motivation, roles, and approaches", Distance Education, 27(3), pp.303~329 (2006)
  20. Kim, Jeong-Yeol, "E-Learning and English education" (2008), Hankookmunhwasa
  21. 김금선, "대학 영어학습자의 자기주도적 교실학습 연구", 현대영어교육, 14(2), pp.189~212 (2013), 현대영어교육학회
  22. Kim, Seong-Shik, "The meaning of autonomy and its implementation in language learning", Studies in English Education, 9(1), pp.21~35 (2004)
  23. Education master plan and the promotion plan for using ICT in schools, "Korea Ministry of Education", Korea Ministry of Education, ~ (2004)
  24. Lee, Byoung-Chan, "Learners’ acceptance of e-learning in South Korea: Theories and results", Computers & Education, 53(4), pp.1320~1329 (2009)
  25. 이정화, "이러닝 영어회화 수업의 상호작용적 교수-학습 전략", 응용언어학, 26(2), pp.51~83 (2010), 한국응용언어학회
  26. 이종직, "Korean Secondary Students' Perceptions toward the Cyber Home Learning System-based ELT Contents", 영어교육, 67(1), pp.157~185 (2012), 한국영어교육학회[DOI]
  27. Leki, I., "‘Completely different worlds’: EAP and the writing experiences of ESL students in university courses", TESOL Quarterly, 31(1), pp.39~69 (1997)
  28. Liaw, S. -S., "Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the blackboard system", Computers & Education, 51(2), pp.864~873 (2008)
  29. Little, D., "Autonomy in language learning", pp.7~15 (1990), Regent’s College, Center for Information on Language Teaching and Research
  30. Little, D., "Learner autonomy: Definitions, issues and problems" (1991), Authentik
  31. Little, D., "Language learner autonomy: Some fundamental considerations", Journal of Innovation in Language Learning and Teaching, 1(1), pp.14~29 (2007)
  32. Littlewood, W., "Defining and developing autonomy in East Asian contexts", Applied Linguistics, 20(1), pp.71~94 (1999)
  33. "The relationship between self-regulation and online learning in a blended learning context" (2004)[URL]
  34. Mansour, B. E., "Students’ positive and negative experiences in hybrid and online classes", College Student Journal, 41(1), pp.242~248 (2007)
  35. Mynard, J, "Measuring learner autonomy: Can it be done?", Independence, 37, pp.3~14 (2006)
  36. Nielsen, J. M., "Feminist research methods" (1990), Westview Press
  37. Nunan, D., "Autonomy and independence in language learning", pp.192~203 (1997), Addison Wesley Longman
  38. Oxford, R., "Japanese by satellite: Effects of motivation, language learning styles and strategies, gender, course level, and previous language learning experience on Japanese language achievement", Foreign Language Annals, 26(3), pp.358~371 (1993)
  39. Ryan, R., "Intrinsic and extrinsic motivations: Classic definitions and new directions", Contemporary Educational Psychology, 25(1), pp.54~67 (2000)
  40. Sheerin, S., "Autonomy and independence in language learning", pp.18~34 (1997), Addison Wesley Longman
  41. Sinclair, B., "Learner autonomy: Research and practice in Malaysia and Singapore", pp.1~12 (2009), Pearson Longman
  42. Stewart, R., "Investigating the link between self directed learning readiness and project-based learning outcomes: The case of international mastersstudents in an engineering management course", European Journal of Engineering Education, 32(4), pp.453~465 (2007)
  43. Stone, N., "Exploring the relationship between calibration and self-regulated learning", Educational Psychology Review, 12(4), pp.437~475 (2000)
  44. Stoney, S., "Can higher order thinking and cognitive engagement be enhanced with multimedia?", Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2(7) (1999)
  45. Tassinari, M. G., "Evaluating learner autonomy: A dynamic model with descriptors", Studies in Self-Access Learning Journal, 3(1), pp.24~40 (2012)
  46. Vanijdee, A., "Thai distance English learners and learner autonomy", Open Learning, 18(1), pp.75~84 (2003)
  47. White, C., "Autonomy and strategy use in distance foreign language learning:Research findings", System, 23(2), pp.207~221 (1995)
  48. White, C., "Language learning in distance education" (2003), Cambridge University Press
  49. Zhang, J., "Research on self-efficacy of distance learning and its influence to learners’ attainments", Proceedings of the International Conference on Computers in Education (ICCE), 2001, 1510~1517[DOI]

관련 논문AI추천

이 간행물의 다른 논문 (12건)