Earticle

초록

영어

The purpose of this study was to investigate the effects of an intervention program for supporting students' self-regulated learning (SRL) skills in web-based listening activities on students' listening strategies and motivation. Fifty-eight Korean university students were divided into two groups for this study. The experimental group was asked to keep self-reflection reports before and after listening practice. The intervention program consisted of monitoring the students’ self-directed WBL activities with the self-reflection reports. Before and after treatment with the intervention program, students in both groups completed the TOEIC test and a listening strategy questionnaire. They also completed a motivation and attitude questionnaire (MAQ). Related to the effects of different self-directed WBL activities, the participants in the experimental group showed a significant increase on the use of metacognitive strategies. For this reason, the finding means that they could be taught self-regulating strategies through an intervention program and encouraged to plan, monitor, evaluate and reflect on the learning processes. After the participants finished the intervention program, there were statistically significant improvements in the mean scores in three out of four of the MAQ scales. It means that they became more responsible for their own learning, more intrinsically motivated and believed that their efforts to learn made a difference in their learning and led to positive outcomes. With regard to the relationship between strategy use and motivation, it was found that the more self-efficacy, intrinsic goal orientation and control of learning belief, the stronger the positive correlations with the cognitive and metacognitive listening strategy use. This study implies motivation and strategy use can be promoted with scaffolding students' metacognitive self-regulation by providing them with timely, honest, and explicit feedback in collaborative environment amongst peer learners.

목차

I. 서론
 II. 이론적 배경
  1. 자기조절 전략개발 모형과 중재 프로그램
  2. 웹기반 교육환경에서 교사의 역할
 III. 연구 방법
  1. 연구대상
  2. 실험자료
  3. 실험처치 설계
  4. 실험절차 및 수업모형
  5. 자료 분석
 IV. 연구 결과 및 논의
  1. 중재 프로그램 지원 후 학습전략의 변화
  2. 듣기전략과 동기의 상관관계
 V. 결론 및 제언
  1. 연구 요약
  2. 교육적 함의
  3. 후속 연구에 대한 제언
 인용문헌
 부록
 Abstract

키워드

저자

• 조진현 [ Jin-Hyun Jo | 조선대학교 ]
• 이승은 [ Seung-eun Lee | 광주여자대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820