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자기효능감이 어휘학습책략 사용과 성취도에 미치는 영향

The effect of self-efficacy on the use of vocabulary learning strategies and achievement.

오희정
현대영어교육학회 (The Modern English Education Society)|2013.02|현대영어교육 (Modern English Education)|제14권 제1호|pp. 153-176

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키워드

자기효능감self-efficacyvocabulary learning어휘학습achievementstrategies성취도책략

초록

This study investigates the effect of self-efficacy on the use of vocabulary learning strategies and achievement. Ninety-four Korean female college students participated in the study. Based on the results of a questionnaire on self-efficacy, the participants were divided into two groups. The data of another questionnaire on vocabulary learning strategies and the scores of a vocabulary test were used to compare the two groups. The analysis of the results revealed several important points. The students at the higher self- efficacy level used more vocabulary learning strategies than those at the lower level did. There were some differences between the types of vocabulary learning strategies adopted by the two groups. The students who had strong self-efficacy achieved better on their vocabulary examination, especially on the fill-in-the-blank type questions. It was found that the differences in the amount and types of vocabulary learning strategies used by the two groups had effects on their achievement. Thus, this study implies that teaching vocabulary learning strategies, while helping students build positive self-efficacy, can be an effective way to expand their lexical knowledge.

Abstract

This study investigates the effect of self-efficacy on the use of vocabulary learning strategies and achievement. Ninety-four Korean female college students participated in the study. Based on the results of a questionnaire on self-efficacy, the participants were divided into two groups. The data of another questionnaire on vocabulary learning strategies and the scores of a vocabulary test were used to compare the two groups. The analysis of the results revealed several important points. The students at the higher self- efficacy level used more vocabulary learning strategies than those at the lower level did. There were some differences between the types of vocabulary learning strategies adopted by the two groups. The students who had strong self-efficacy achieved better on their vocabulary examination, especially on the fill-in-the-blank type questions. It was found that the differences in the amount and types of vocabulary learning strategies used by the two groups had effects on their achievement. Thus, this study implies that teaching vocabulary learning strategies, while helping students build positive self-efficacy, can be an effective way to expand their lexical knowledge.

참고문헌 (33)

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