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대학생의 영어 교과 흥미도, 학습전략, 학업성취도의 관계분석

Analyzing the Impacts of College Students’ Interest in English and Learning Strategy on their Academic Achievement

박찬규
대한영어영문학회 (The Association of English Language and Literature in Korea)|2021.06|영어영문학연구 (Studies in English Language & Literature)|제63권 제2호|pp. 247-267|DOI 10.18853/jjell.2021.63.2.012

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참고문헌

키워드

학업성취도academic achievement학습전략predictorlearning strategyinterest in English보상전략영어흥미도예측 변인compensation strategy
주제분류영어와문학

초록

This paper aims at analyzing the correlation among English learners’ interest in English, learning strategies, and academic achievement, with a group of the 93 Korean four-year college students specializing in aviation-related majors. They took a mock or official TOEIC, and were asked to complete a questionnaire on learning strategies and interest in English. ANOVA and multiple regression analysis resulted in determining the relationships among all variables. The findings were as follows: First, interest in English and variables in learning strategies were found to be statistically significant predictors of academic achievement. Second, compensation strategies showed the highest mean in the upper group, cognitive strategies in the intermediate group, and social strategies in the lowest group. Third, affective strategies, social strategies, and compensation strategies had statistically significant impacts on the students’ academic achievement. In conclusion, the correlation among interest in English, learning strategies and achievement was found to be definite. Implications for the practical class and further effective studies are suggested.

Abstract

This paper aims at analyzing the correlation among English learners’ interest in English, learning strategies, and academic achievement, with a group of the 93 Korean four-year college students specializing in aviation-related majors. They took a mock or official TOEIC, and were asked to complete a questionnaire on learning strategies and interest in English. ANOVA and multiple regression analysis resulted in determining the relationships among all variables. The findings were as follows: First, interest in English and variables in learning strategies were found to be statistically significant predictors of academic achievement. Second, compensation strategies showed the highest mean in the upper group, cognitive strategies in the intermediate group, and social strategies in the lowest group. Third, affective strategies, social strategies, and compensation strategies had statistically significant impacts on the students’ academic achievement. In conclusion, the correlation among interest in English, learning strategies and achievement was found to be definite. Implications for the practical class and further effective studies are suggested.

참고문헌 (45)

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