한국 중등학교 학습자의 영어 쓰기에 대한 자신감, 불안, 동기
Korean secondary school students' affective attitudes toward English writing
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초록
This study examined Korean secondary school students' affective attitudes towardEnglish writing with a particular focus on their writing apprehension, confidence, andmotivation. The participants of the study consist of 2,002 secondary school studentslearning English across various regions of Korea. They were asked to respond toquestionnaires designed to measure their anxiety, confidence and motivation inlearning L2 writing. The findings indicate that the students' anxiety, confidence, andmotivation differed according to their writing proficiency. Those who rated theirwriting proficiency as high were found to be more confident and less anxious, and vice versa. With regard to motivation, significant differences were noted between high and low or high and mid level students. In addition, students who had experienced living in English speaking countries were found to be more confident, less anxious, and more highly motivated in learning L2 writing, compared to their counterparts. The study also found significant differences due to school grade and gender. High school freshmen were found to have higher levels of confidence and motivation, and lower levels of anxiety than students in other grades. In terms of gender, male students were found to be less anxious about L2 writing than female students. Thus, classroom teachers should consider these learner variables when planning their writing instruction.
Abstract
This study examined Korean secondary school students' affective attitudes towardEnglish writing with a particular focus on their writing apprehension, confidence, andmotivation. The participants of the study consist of 2,002 secondary school studentslearning English across various regions of Korea. They were asked to respond toquestionnaires designed to measure their anxiety, confidence and motivation inlearning L2 writing. The findings indicate that the students' anxiety, confidence, andmotivation differed according to their writing proficiency. Those who rated theirwriting proficiency as high were found to be more confident and less anxious, and vice versa. With regard to motivation, significant differences were noted between high and low or high and mid level students. In addition, students who had experienced living in English speaking countries were found to be more confident, less anxious, and more highly motivated in learning L2 writing, compared to their counterparts. The study also found significant differences due to school grade and gender. High school freshmen were found to have higher levels of confidence and motivation, and lower levels of anxiety than students in other grades. In terms of gender, male students were found to be less anxious about L2 writing than female students. Thus, classroom teachers should consider these learner variables when planning their writing instruction.
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