한국 고등학생의 디지털 영어 리터러시 역량과 정의적 태도의 관계 탐색 연구
A Study on the Relationship Between Digital English Literacy Competency and Affective Attitudes of Korean High School Students
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초록
본 연구는 한국 고등학생들의 디지털 영어 리터러시 역량을 탐색하고, 이 역량이 정의적 태도에 미치는 영향을 분석한다. 연구에서는 디지털 영어 리터러시의 7가지 하위 요인을 규명하고 분석했으며, 이 하위 요인들은 정의적 태도, 사회적 상호작용 및 협력, 정보 평가 및 보안 의식, 윤리적 의식, 학습 전략 활용, ICT 활용, 정보 검색 및 활용으로 구성된다. 341명의 학생들을 대상으로 실시된 탐색적 요인 분석(EFA) 결과, 7가지 요인이 도출되었고, 45개의 항목이 높은 내적 일관성을 보였다. 상관관계 및 회귀분석을 통해 이 하위 요인들과 디지털 영어 학습에 대한 학생들의 정의적 태도 간의 관계를 조사한 결과, 학습 전략 활용이 가장 높은 상관관계를 나타냈다. 회귀 분석 결과, 학습 전략 활용, ICT 활용, 정보 검색 및 활용이 정의적 태도에 유의미한 영향을 미치는 것으로 나타났다. 본 연구는 학습 전략 활용, ICT 활용, 정보 검색 및 활용을 향상시키는 것이 학생들의 디지털 영어 학습에 대한 정의적 태도를 개선하는 데 기여할 수 있음을 시사한다. 이러한 연구 결과는 디지털 리터러시 역량을 개발하는 것이 디지털 영어 학습 경험 전반을 향상시키는 데 중요하다는 점을 강조한다.
Abstract
This study explores the digital English literacy competency of Korean high school students and analyzes its impact on their affective attitudes. The study identifies and analyzes seven sub-factors of digital English literacy; affective attitudes, social interaction and collaboration, information evaluation and security awareness, ethical awareness, learning strat egy use, ICT utilization, and information search and application. An exploratory factor analysis (EFA) conducted on 341 students revealed seven factors, with 45 items demonstrating high internal consistency. Correlation and regression analyses were used to investigate the relationships between these sub-factors and students’ affective attitudes toward digital English learning. The results indicated that learning strategy use had the highest correlation. Regression analysis revealed that learning strategy use, ICT utilization, and information search and application significantly influenced affective attitudes. This study suggests that enhancing learning strategy use, ICT utilization, and information search and application can contribute to improving students' affective attitudes toward digital English learning. These findings emphasizes the importance of developing digital literacy competency to enhance the overall digital English learning experience.
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