고등학생들의 디지털 영어학습전략 사용에 관한 연구
A study on the high school students’ use of digital English learning strategies.
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The purpose of this study is to investigate Korean high school students' use of English-learning strategies in a digital language learning environment. The study analyzes the interrelations between students’ use of learning strategies and individual learner variables such as gender, English learning experience, and intimacy with digital learning devices. The participants in the study were 557 students from all grades in a public high school in Korea. A questionnaire was developed to examine the use of digital English learning strategies based on Oxford's (1990) SILL and was distributed to the participants in a paper form. Data collected from the participants were statistically analyzed, and the factor analysis shows that five types of new factors for classifying learning strategies can be extracted, which is different from the six types identified in earlier studies. The most frequently used strategy category is memory-cognitive strategies, followed by cognitive-compensatory strategies and metacognitive strategies, in that order. Additionally, most learner variables showed statistically significant relationships with digital learning strategy use, but the variables did not assure an individual learner’s tendency toward the use of learning strategies. From these findings, the study concludes that understanding the learning process in a digital English learning context is critical toward making students strategic learners and developing their digital literacy ability.
Abstract
The purpose of this study is to investigate Korean high school students' use of English-learning strategies in a digital language learning environment. The study analyzes the interrelations between students’ use of learning strategies and individual learner variables such as gender, English learning experience, and intimacy with digital learning devices. The participants in the study were 557 students from all grades in a public high school in Korea. A questionnaire was developed to examine the use of digital English learning strategies based on Oxford's (1990) SILL and was distributed to the participants in a paper form. Data collected from the participants were statistically analyzed, and the factor analysis shows that five types of new factors for classifying learning strategies can be extracted, which is different from the six types identified in earlier studies. The most frequently used strategy category is memory-cognitive strategies, followed by cognitive-compensatory strategies and metacognitive strategies, in that order. Additionally, most learner variables showed statistically significant relationships with digital learning strategy use, but the variables did not assure an individual learner’s tendency toward the use of learning strategies. From these findings, the study concludes that understanding the learning process in a digital English learning context is critical toward making students strategic learners and developing their digital literacy ability.
참고문헌 (41)
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