토익 학습시간에 따른 대학생의 학습전략 양상 분석
Aspects of University Students’ Learning Strategies Depending on Learning Hours in TOEIC
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The purpose of this study is to identify aspects of learning strategies in university students with different TOEIC study hours. The collected data are the results of the two TOEIC tests the 166 students have taken, and the questionnaires on learning strategies from them. The independent variables have two factors. One is the students who have studied TOEIC for at least one hour a day. The other is the students who have studied TOEIC for 30 minutes or less. The dependent variables are the learning strategies of the students. The essential data were analyzed by way of the independent two samples t-test, ANOVA, and the Tukey HSD test. The results show that students should study at least one hour a day to increase their TOEIC score. The students who have studied TOEIC for at least one hour have used the learning strategies more frequently than those who have studied for 30 minutes or less. The two groups show statistically meaningful differences in using all the six sub-categories of the learning strategy.
Abstract
The purpose of this study is to identify aspects of learning strategies in university students with different TOEIC study hours. The collected data are the results of the two TOEIC tests the 166 students have taken, and the questionnaires on learning strategies from them. The independent variables have two factors. One is the students who have studied TOEIC for at least one hour a day. The other is the students who have studied TOEIC for 30 minutes or less. The dependent variables are the learning strategies of the students. The essential data were analyzed by way of the independent two samples t-test, ANOVA, and the Tukey HSD test. The results show that students should study at least one hour a day to increase their TOEIC score. The students who have studied TOEIC for at least one hour have used the learning strategies more frequently than those who have studied for 30 minutes or less. The two groups show statistically meaningful differences in using all the six sub-categories of the learning strategy.
참고문헌 (16)
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