토익 성적 향상에 따른 영어 학습동기와 학습전략의 관계성 연구
A study on relations of English learning motivations and strategies based on TOEIC improvement
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The purpose of this study is to investigate the relationships of college students’ learning motivations and strategies based on TOEIC achievement and survey results from the intensive English program. This study thus focuses on (1) discovering whether the statistically significant correlation between motivations and strategies exists, (2) the correlation among the subcategories of motivations and strategies, and (3) the degree of influence that the sub-elements of learning motivations potentially have on the use of learning strategies. Participants took TOEIC tests at the beginning and end of the program and a survey designed to measure reading anxiety was conducted in the middle of the program. All the data were analyzed by the SPSS windows 14.0 program. The findings of this study are as follows: First, there is a high positive correlation between learning motivations and strategies. Second, most of the sub-elements of the variables correlated with one another. Finally, all of the subcategories of motivations influence learning strategies; among these, in a short intensive course, motivation with regard to the teacher has the largest impact on students’ learning strategies. Since the relationships of the learning motivations and strategies have been proved, it can be suggested that the teaching method that includes the ways to boost learning motivations and maximize strategies be designed and implemented in order for students to reach their learning goals.
Abstract
The purpose of this study is to investigate the relationships of college students’ learning motivations and strategies based on TOEIC achievement and survey results from the intensive English program. This study thus focuses on (1) discovering whether the statistically significant correlation between motivations and strategies exists, (2) the correlation among the subcategories of motivations and strategies, and (3) the degree of influence that the sub-elements of learning motivations potentially have on the use of learning strategies. Participants took TOEIC tests at the beginning and end of the program and a survey designed to measure reading anxiety was conducted in the middle of the program. All the data were analyzed by the SPSS windows 14.0 program. The findings of this study are as follows: First, there is a high positive correlation between learning motivations and strategies. Second, most of the sub-elements of the variables correlated with one another. Finally, all of the subcategories of motivations influence learning strategies; among these, in a short intensive course, motivation with regard to the teacher has the largest impact on students’ learning strategies. Since the relationships of the learning motivations and strategies have been proved, it can be suggested that the teaching method that includes the ways to boost learning motivations and maximize strategies be designed and implemented in order for students to reach their learning goals.
참고문헌 (34)
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