Earticle

초록

영어

This paper is the investigation of learner autonomy in learning English as a foreign language. The subjects of the study were 233 college students. With the application of principal factor analysis, the study found that the subjects had four dimensions of learner autonomy: cognition, persistence, affect and tolerance of ambiguity. The extracted four factors explained 50% of total variance. Items of cognition included ‘I understand what is being taught’, ‘I can formulate my own learning objectives.’ and the other 5 items. Items of persistence included ‘I am not easily distracted, once I begin studying English.’ ‘I pay attention to studying English in English classes’, and the other 3 items. Affection had such items as ‘I do not enjoy learning English’, ‘I know why I am learning English’, and the other 2 items. Tolerance of Ambiguity included ‘I do not have patience with learning English’ and the other 2 items. In addition, female subjects had higher ‘affect’ than male subjects. High scorers on a TOIEC had higher ‘cognition’ and ‘affect’ than low scores on the test. The identified dimensions in the study confirmed results of other qualitative research studies. Based on the results of the study, several ways of improving learner autonomy are discussed.

목차

Ⅰ. Introduction
 Ⅱ. Method
  1. Subjects
  2. Instrumentation
  3. Data Analysis
  4. Research Questions of the Study
 Ⅲ. Results
 Ⅳ. Discussion
 Ⅴ. Conclusion
 Works Cited
 Abstract

저자

• Jae-woo Shim [ University of Ulsan ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820