한국 대학생들이 영어읽기수업에서 사용하는 영어학습전략과 자기효능감에 대한 연구
A Study of Learning Strategies and Self-efficacy of University Learners in Korea in English Reading Course
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The goal of this study is to investigate the learning strategies of university students in English reading course and their self-efficacy, based on their English reading proficiency. Three learning strategy factors(Cognitive, Global reading and Memory strategies) and three self-efficacy factors(Self-confidence, Self-control and Task- difficulty) were selected for this study. Opinion questionnaires from 178 university students who took English reading course in Jeonbuk province were collected for this study. The data was analyzed with SPSS 18.0. The results revealed that the preferred learning strategy was Global reading strategy. Next, students of intermediate level used the most various strategies, and the correlation between students’ learning strategies and their self-efficacy appeared normal. Third, Global reading strategy influenced three factors of self-efficacy the most. The suggestion for future research is that teaching methods to improve a variety of learning strategies and promote stable self-efficacy should be developed.
Abstract
The goal of this study is to investigate the learning strategies of university students in English reading course and their self-efficacy, based on their English reading proficiency. Three learning strategy factors(Cognitive, Global reading and Memory strategies) and three self-efficacy factors(Self-confidence, Self-control and Task- difficulty) were selected for this study. Opinion questionnaires from 178 university students who took English reading course in Jeonbuk province were collected for this study. The data was analyzed with SPSS 18.0. The results revealed that the preferred learning strategy was Global reading strategy. Next, students of intermediate level used the most various strategies, and the correlation between students’ learning strategies and their self-efficacy appeared normal. Third, Global reading strategy influenced three factors of self-efficacy the most. The suggestion for future research is that teaching methods to improve a variety of learning strategies and promote stable self-efficacy should be developed.
참고문헌 (34)
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