Korean College Students’ Beliefs and Speaking Strategy Use in L2 English Learning
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초록
The current study analyzes learners’ beliefs and speaking-strategy use in L2 English learning, mainly focusing on Korean college students. One-hundred fifty-four participants were assigned to high-, medium-, and low-level groups based on their English proficiency. For the study, three questionnaires were conducted: a background questionnaire, a Learners’ Beliefs about Language Learning questionnaire, and a Speaking Strategies for Language Learning questionnaire. The findings of the study indicate that there are significant differences between the high- and low-level groups, as well as between the medium- and low-level groups in terms of learners’ beliefs: the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivation and expectation. This study also reveals that significant differences were laid among the three groups as to the use of speaking strategies. In addition, there were correlations between the learners’ beliefs and speaking strategy use in L2 English learning. Based on the results, the pedagogical implications are addressed as suggestions on how language educators can implement these findings into L2 instruction.
Abstract
The current study analyzes learners’ beliefs and speaking-strategy use in L2 English learning, mainly focusing on Korean college students. One-hundred fifty-four participants were assigned to high-, medium-, and low-level groups based on their English proficiency. For the study, three questionnaires were conducted: a background questionnaire, a Learners’ Beliefs about Language Learning questionnaire, and a Speaking Strategies for Language Learning questionnaire. The findings of the study indicate that there are significant differences between the high- and low-level groups, as well as between the medium- and low-level groups in terms of learners’ beliefs: the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivation and expectation. This study also reveals that significant differences were laid among the three groups as to the use of speaking strategies. In addition, there were correlations between the learners’ beliefs and speaking strategy use in L2 English learning. Based on the results, the pedagogical implications are addressed as suggestions on how language educators can implement these findings into L2 instruction.
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