영어 WTC에 영향을 미치는 요인 연구:자신감, 성취 목적 지향성, 교실 환경 요인을 중심으로
A study of the factors affecting Korean university students’ English WTC: Focusing on self-confidence, achievement goal orientations, and classroom factors
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The main purpose of this paper is to investigate the effects of self-confidence, achievement goal orientations, and classroom factors on Korean university students’ English willingness to communicate (WTC). The structural relationships between self-confidence, achievement goal orientations, classroom factors, and English WTC were analyzed through structural equation modeling (SEM). Results of the SEM analysis indicate that overall, perceived English competence, classroom factors, mastery and performance goal orientations made a direct and significant impact on English WTC. SEM analyses by specialization demonstrate that for English majors, students’ English WTC was significantly and directly influenced by perceived English competence, classroom factors, mastery and performance goal orientations, whereas for non-English majors only perception of English competence, classroom factors and performance goals made a significant influence on English WTC. Pedagogical implications are provided.
Abstract
The main purpose of this paper is to investigate the effects of self-confidence, achievement goal orientations, and classroom factors on Korean university students’ English willingness to communicate (WTC). The structural relationships between self-confidence, achievement goal orientations, classroom factors, and English WTC were analyzed through structural equation modeling (SEM). Results of the SEM analysis indicate that overall, perceived English competence, classroom factors, mastery and performance goal orientations made a direct and significant impact on English WTC. SEM analyses by specialization demonstrate that for English majors, students’ English WTC was significantly and directly influenced by perceived English competence, classroom factors, mastery and performance goal orientations, whereas for non-English majors only perception of English competence, classroom factors and performance goals made a significant influence on English WTC. Pedagogical implications are provided.
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