Exploring the Relationship Between the Self-Directed English Learning Ability and English Speaking Proficiency of Korean College Students
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In a Korean context, Self-Directed Learning (SDL) in English language learning is essential, but there is little literature regarding the relationship between SDL and English speaking ability. This study investigated the relationship between Korean college learners’ SDL capability and their English speaking proficiency, in particular, the mean difference among the learners' English speaking test scores according to their SDL ability, the effects of gender and study abroad experience on the speaking scores across the SDL levels, and the characteristics of the relationship between the two factors. 90 Korean English language learners (ELLs) participated in the study by taking a computerized English speaking test and responding to an SDL survey followed by focal group interviews. The research findings showed that the learners' SDL ability might not be a powerful indicator of their English speaking proficiency; the mean difference of the speaking scores across the SDL groups was significantly different; the effect of study abroad experience was significant across the SDL groups while the gender effect was not. In addition, there was the ELLs' conceptual misunderstanding of the SDL and speaking ability, and their lack of speaking practices. Some suggestions are discussed in terms of improving the ELLs' SDL and English speaking ability.
Abstract
In a Korean context, Self-Directed Learning (SDL) in English language learning is essential, but there is little literature regarding the relationship between SDL and English speaking ability. This study investigated the relationship between Korean college learners’ SDL capability and their English speaking proficiency, in particular, the mean difference among the learners' English speaking test scores according to their SDL ability, the effects of gender and study abroad experience on the speaking scores across the SDL levels, and the characteristics of the relationship between the two factors. 90 Korean English language learners (ELLs) participated in the study by taking a computerized English speaking test and responding to an SDL survey followed by focal group interviews. The research findings showed that the learners' SDL ability might not be a powerful indicator of their English speaking proficiency; the mean difference of the speaking scores across the SDL groups was significantly different; the effect of study abroad experience was significant across the SDL groups while the gender effect was not. In addition, there was the ELLs' conceptual misunderstanding of the SDL and speaking ability, and their lack of speaking practices. Some suggestions are discussed in terms of improving the ELLs' SDL and English speaking ability.
참고문헌 (25)
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