셀프리더십과 영어학습 성취도, 흥미도의 관계 연구: 성별과 불안감을 중심으로
The relationship of self-leadership, English learning achievement and English interest based on gender and anxiety
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초록
This study searched for the relationship and its influence of affective factor onself-leadership in English learning. To find out any meaningful variables ofself-leadership, the researcher analyzed other factors of learning achievement andlearning interest, gender, and anxiety. A total of 280 college students in the Englishconversation and academic English classes participated in the survey. Thequestionnaires used in the research consisted of five parts: students’ backgroundinformation, self-leadership, language anxiety, interest, and English learningachievement. Convenience sampling was used as the sampling method and the research was analyzed using T-test, Correlation and ANOVA. The findings of this study were as follows: (1) higher self-leadership showed higher achievement. (2) There was a correlation between interest and achievement in English learning. (3) Genderdifference was not statistically significant with self-leadership and achievement. (4)Language anxiety did not show any statistically significant relationship toself-leadership and achievement. Based on the findings, the present study offerseffective teacher education and the coaching program in EFL classroom.
Abstract
This study searched for the relationship and its influence of affective factor onself-leadership in English learning. To find out any meaningful variables ofself-leadership, the researcher analyzed other factors of learning achievement andlearning interest, gender, and anxiety. A total of 280 college students in the Englishconversation and academic English classes participated in the survey. Thequestionnaires used in the research consisted of five parts: students’ backgroundinformation, self-leadership, language anxiety, interest, and English learningachievement. Convenience sampling was used as the sampling method and the research was analyzed using T-test, Correlation and ANOVA. The findings of this study were as follows: (1) higher self-leadership showed higher achievement. (2) There was a correlation between interest and achievement in English learning. (3) Genderdifference was not statistically significant with self-leadership and achievement. (4)Language anxiety did not show any statistically significant relationship toself-leadership and achievement. Based on the findings, the present study offerseffective teacher education and the coaching program in EFL classroom.
참고문헌 (91)
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