웹기반 영어 학습 환경에서 중재프로그램이 듣기전략사용과 학습동기에 미치는 영향
Effects of an Intervention Program on Students’ Listening Strategies and Motivation in a Web-based Learning Environment
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The purpose of this study was to investigate the effects of an intervention program for supporting students' self-regulated learning (SRL) skills in web-based listening activities on students' listening strategies and motivation. Fifty-eight Korean university students were divided into two groups for this study. The experimental group was asked to keep self-reflection reports before and after listening practice. The intervention program consisted of monitoring the students’ self-directed WBL activities with the self-reflection reports. Before and after treatment with the intervention program, students in both groups completed the TOEIC test and a listening strategy questionnaire. They also completed a motivation and attitude questionnaire (MAQ). Related to the effects of different self-directed WBL activities, the participants in the experimental group showed a significant increase on the use of metacognitive strategies. For this reason, the finding means that they could be taught self-regulating strategies through an intervention program and encouraged to plan, monitor, evaluate and reflect on the learning processes. After the participants finished the intervention program, there were statistically significant improvements in the mean scores in three out of four of the MAQ scales. It means that they became more responsible for their own learning, more intrinsically motivated and believed that their efforts to learn made a difference in their learning and led to positive outcomes. With regard to the relationship between strategy use and motivation, it was found that the more self-efficacy, intrinsic goal orientation and control of learning belief, the stronger the positive correlations with the cognitive and metacognitive listening strategy use. This study implies motivation and strategy use can be promoted with scaffolding students' metacognitive self-regulation by providing them with timely, honest, and explicit feedback in collaborative environment amongst peer learners.
Abstract
The purpose of this study was to investigate the effects of an intervention program for supporting students' self-regulated learning (SRL) skills in web-based listening activities on students' listening strategies and motivation. Fifty-eight Korean university students were divided into two groups for this study. The experimental group was asked to keep self-reflection reports before and after listening practice. The intervention program consisted of monitoring the students’ self-directed WBL activities with the self-reflection reports. Before and after treatment with the intervention program, students in both groups completed the TOEIC test and a listening strategy questionnaire. They also completed a motivation and attitude questionnaire (MAQ). Related to the effects of different self-directed WBL activities, the participants in the experimental group showed a significant increase on the use of metacognitive strategies. For this reason, the finding means that they could be taught self-regulating strategies through an intervention program and encouraged to plan, monitor, evaluate and reflect on the learning processes. After the participants finished the intervention program, there were statistically significant improvements in the mean scores in three out of four of the MAQ scales. It means that they became more responsible for their own learning, more intrinsically motivated and believed that their efforts to learn made a difference in their learning and led to positive outcomes. With regard to the relationship between strategy use and motivation, it was found that the more self-efficacy, intrinsic goal orientation and control of learning belief, the stronger the positive correlations with the cognitive and metacognitive listening strategy use. This study implies motivation and strategy use can be promoted with scaffolding students' metacognitive self-regulation by providing them with timely, honest, and explicit feedback in collaborative environment amongst peer learners.
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