학생의 영어교사신뢰와 영어학습변인의 관계
Study on the relationships between Learners' confidence in their non-native English teachers and affective variables
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The purpose of this study was to investigate the relationships between learners' confidence in non-native Korean teachers of English and their affective variables of self-efficacy, anxiety, intrinsic & extrinsic motivation, class participation, and self-directed leaning. In order to understand factor structures of subjects' confidence of their non-native English teachers and the extent to which students perceived themselves on affective variables, a questionnaire was administered to 196 high school students. The data from the subjects were analyzed through descriptive statistics, t-test, principal component factor analysis and cluster analysis. The factor analysis revealed that subjects' confidence in their non-native teachers consisted of three dimensions of ideas: the teacher's competence, dependability and friendliness. The further statistical analysis of non-native teacher confidence held by the subjects via grouping them using cluster analysis indicated that the subjects with high level of teacher confidence tended to have high levels of self-efficacy, intrinsic motivation, classroom participation and self-directed learning. In addition, the t-test result on the sex differences in the dimensions of confidence showed that girls had statistically higher mean scores in dependability and friendliness than boys. Although the direction of influence among the variables in this study is not clear, the results of this study indicated that we need to consider learners' confidence in non-native teachers as an important construct in teaching and learning of English.
Abstract
The purpose of this study was to investigate the relationships between learners' confidence in non-native Korean teachers of English and their affective variables of self-efficacy, anxiety, intrinsic & extrinsic motivation, class participation, and self-directed leaning. In order to understand factor structures of subjects' confidence of their non-native English teachers and the extent to which students perceived themselves on affective variables, a questionnaire was administered to 196 high school students. The data from the subjects were analyzed through descriptive statistics, t-test, principal component factor analysis and cluster analysis. The factor analysis revealed that subjects' confidence in their non-native teachers consisted of three dimensions of ideas: the teacher's competence, dependability and friendliness. The further statistical analysis of non-native teacher confidence held by the subjects via grouping them using cluster analysis indicated that the subjects with high level of teacher confidence tended to have high levels of self-efficacy, intrinsic motivation, classroom participation and self-directed learning. In addition, the t-test result on the sex differences in the dimensions of confidence showed that girls had statistically higher mean scores in dependability and friendliness than boys. Although the direction of influence among the variables in this study is not clear, the results of this study indicated that we need to consider learners' confidence in non-native teachers as an important construct in teaching and learning of English.
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