대학생 학습자의 영어 성취 구조 모형 분석: 대면과 비대면 수업 환경 비교
A study of the structural model of English achievement for university students: Comparison between offline and online class environment
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The present study was designed to analyze the structural relationships between linguistic, cognitive, affective factors and English achievement across offline and online class environment. Results of the study are summarized as follows: 1) under offline class environment, grammar/vocabulary and motivational intensity made a significant direct impact on English achievement, 2) attitudes indirectly influenced English achievement through motivational intensity, 3) confidence had an indirect effect on English achievement through both grammar/vocabulary and motivational intensity, and 4) anxiety made a significant and indirect contribution to English achievement only through motivational intensity. For the online class environment, the following results are presented: 1) only grammar/vocabulary knowledge made a significant direct effect on English achievement, 2) only English confidence significantly and indirectly affected English achievement through knowledge of grammar/vocabulary. Results are discussed in terms of pedagogical implications.
Abstract
The present study was designed to analyze the structural relationships between linguistic, cognitive, affective factors and English achievement across offline and online class environment. Results of the study are summarized as follows: 1) under offline class environment, grammar/vocabulary and motivational intensity made a significant direct impact on English achievement, 2) attitudes indirectly influenced English achievement through motivational intensity, 3) confidence had an indirect effect on English achievement through both grammar/vocabulary and motivational intensity, and 4) anxiety made a significant and indirect contribution to English achievement only through motivational intensity. For the online class environment, the following results are presented: 1) only grammar/vocabulary knowledge made a significant direct effect on English achievement, 2) only English confidence significantly and indirectly affected English achievement through knowledge of grammar/vocabulary. Results are discussed in terms of pedagogical implications.