Earticle

초록

영어

In EFL education, self-evaluation-that is, learners’ judgments regarding their own learning-is considered an important evaluation tool, but previous studies have focused on the degree of discrepancy between teachers’ evaluations of students and the students’ self-evaluations. In contrast, this study investigates how EFL learners’ self-evaluations are related to their proficiency levels. Questionnaires inquiring into five areas (speaking, reading, listening, writing, and grammar) were administered to 155 Korean college students divided into three proficiency groups (high, mid, and low). The results provide three main findings: (1) of the three groups, the high-proficiency group’s self-evaluation scores were the highest in all areas except for writing; (2) all the groups evaluated their speaking and writing abilities lower than their listening and reading abilities; (3) the high-proficiency group tended to underestimate their own English capability more than the mid-proficiency group did. Overall, the findings suggest that high-proficiency Korean EFL learners tend to evaluate themselves more negatively than do mid-and low-proficiency Korean EFL learners.

목차

I. 서론
 II. 이론적 배경
  1. 자기평가 과정
  2. 긍정 혹은 부정적인 자기평가
  3. 학습자의 문화와 자기평가의 관계
  4. 영어교육에서의 자기평가
 III. 연구
  1. 연구 질문
  2. 실험대상
  3. 실험 방법
 IV. 연구결과
  1. 영어 능숙도에 따른 자기평가 결과
  2. 영역별 자기평가 결과
  3. 상위 집단의 자기평가 분석 경향
 V. 결론 및 제언
 참고문헌
 Abstract

키워드

저자

• 김채은 [ Chae-Eun Kim | Chosun University ] 제1저자
• 임현선 [ Hyunsun Im | Korea University ] 교신저자

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