영어 집중 캠프에 참여한 대학생들의 영어 학습동기와 영어성취도의 상관관계 분석
Correlational Analysis between Types of Learning Motivation of Korean EFL College Students in the English Camp and their English Proficiency
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초록
This study aims to investigate how English learning motivation can contribute to Korean EFL college students’ English proficiency. Fifty-three Korean EFL students participated in this study. Participants were asked to answer the questions regarding their perceived English competence, English learning motivation, their English study time, and ways to study English. They were also asked to mark their motivational purposes regarding why they have to study English, or why they want to study English. In addition, they took a simplified TOEIC test for their reading proficiency, and a PhonePass test for listening and speaking before and after the camp. Through the statistical analysis of those data, the followings were revealed: 1) one of the learners’ integrative motivations, wishing to communicate with other people from other cultures, was significantly related to the result of posterior simplified TOEIC scores; 2) there were no significant correlations between the rest of integrative motivation and the result of posterior TOEIC scores; and 3) there were no significant correlations between the rest of integrative motivation and the result of posterior PhonePass test scores. Pedagogical implications and suggestions are made for encouraging English language learners to have a better English competence, and teachers for better instructional outcomes.
Abstract
This study aims to investigate how English learning motivation can contribute to Korean EFL college students’ English proficiency. Fifty-three Korean EFL students participated in this study. Participants were asked to answer the questions regarding their perceived English competence, English learning motivation, their English study time, and ways to study English. They were also asked to mark their motivational purposes regarding why they have to study English, or why they want to study English. In addition, they took a simplified TOEIC test for their reading proficiency, and a PhonePass test for listening and speaking before and after the camp. Through the statistical analysis of those data, the followings were revealed: 1) one of the learners’ integrative motivations, wishing to communicate with other people from other cultures, was significantly related to the result of posterior simplified TOEIC scores; 2) there were no significant correlations between the rest of integrative motivation and the result of posterior TOEIC scores; and 3) there were no significant correlations between the rest of integrative motivation and the result of posterior PhonePass test scores. Pedagogical implications and suggestions are made for encouraging English language learners to have a better English competence, and teachers for better instructional outcomes.
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