한국 대학생들의 온라인 영어학습에 대한 즐거움 요인분석
Online English Language Learning Enjoyment Factors of Korean College Students
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초록
This study aims to identify and validate the latent factors underlying learners’ enjoyment in an online English language learning context with Korean college students. A total of four-hundred and eighty-four first year students from diverse majors participated in the study. Three instruments were utilized: a background questionnaire, the Online English Learning Enjoyment (OELE) scale, and an assessment of English ability. An exploratory factor analysis was conducted and confirmed a strong validity for the OELE scale. The results reveal that six factors are key to the online English learning enjoyment of Korean college students: online learning interest and flow, teachers’ attitudes and teaching methods, learning strategy use, interests in English-speaking cultures, social bonds, and effort and focus. This study also demonstrates that there are significant differences among high-, intermediate-, and low-proficiency learners in terms of OELE factors. Based on the findings, pedagogical implications and suggestions are given for online English learning instruction to better foster language learners’ enjoyment.
Abstract
This study aims to identify and validate the latent factors underlying learners’ enjoyment in an online English language learning context with Korean college students. A total of four-hundred and eighty-four first year students from diverse majors participated in the study. Three instruments were utilized: a background questionnaire, the Online English Learning Enjoyment (OELE) scale, and an assessment of English ability. An exploratory factor analysis was conducted and confirmed a strong validity for the OELE scale. The results reveal that six factors are key to the online English learning enjoyment of Korean college students: online learning interest and flow, teachers’ attitudes and teaching methods, learning strategy use, interests in English-speaking cultures, social bonds, and effort and focus. This study also demonstrates that there are significant differences among high-, intermediate-, and low-proficiency learners in terms of OELE factors. Based on the findings, pedagogical implications and suggestions are given for online English learning instruction to better foster language learners’ enjoyment.
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