자기조절학습 능력이 EFL 대학생의 영어 성취도에 미치는 영향
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The purpose of the present study was to examine the effect of self-regulated learning ability on EFL College Students’ Achievement. 40 undergraduates enrolled in a general English class were surveyed in order to measure their self-regulated learning ability. The participants’ English achievement was tested through the midterm exam in the 8th week and the final exam in the 16th week. The students’ achievement degrees between those two exams were measured and the correlations between the participants’self-regulated learning ability and the achievement degrees were analyzed. Results indicated that there was a strong correlation between students’ English achievement degrees and cognitive regulation factors. There were also correlations among selfregulated learning factors such as cognitive, affective and behavioral regulation factors. These results suggested that a balanced approach toward mastery goal and performance goal was needed in order to facilitate self-regulated learning ability for EFL students. Among affective regulation factors, self-efficacy of learners was mentioned as a potential determinant of success in learning English. Theoretical and practical implications such as blended learning and guided self-regulated learning were also discussed.
Abstract
The purpose of the present study was to examine the effect of self-regulated learning ability on EFL College Students’ Achievement. 40 undergraduates enrolled in a general English class were surveyed in order to measure their self-regulated learning ability. The participants’ English achievement was tested through the midterm exam in the 8th week and the final exam in the 16th week. The students’ achievement degrees between those two exams were measured and the correlations between the participants’self-regulated learning ability and the achievement degrees were analyzed. Results indicated that there was a strong correlation between students’ English achievement degrees and cognitive regulation factors. There were also correlations among selfregulated learning factors such as cognitive, affective and behavioral regulation factors. These results suggested that a balanced approach toward mastery goal and performance goal was needed in order to facilitate self-regulated learning ability for EFL students. Among affective regulation factors, self-efficacy of learners was mentioned as a potential determinant of success in learning English. Theoretical and practical implications such as blended learning and guided self-regulated learning were also discussed.
참고문헌 (33)
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