Earticle

초록

영어

The current study explores the relationship between self-regulated learning strategies and English proficiency in L2 settings, focusing on Korean college students. 170 participants were assigned to low-, medium-, and high-proficiency groups based on their English performance. In the study, a background questionnaire, a questionnaire for self-regulated learning strategies, and a TOEIC subtest was employed. The findings revealed that there were significant differences among groups on the motivation and learning strategy scales. The learners in the high-proficiency group were aware of the importance of intrinsic goal and metacognitive self-regulation strategies while both the intermediate and advanced learners indicated significantly larger outcomes than lower proficiency learners in terms of task-value, self-efficacy for learning performance, rehearsal, elaboration, critical thinking, and peer evaluation. Pedagogical implications for L2 acquisition have been suggested based on the results.

목차

Abstract
 I. Introduction
 II. Literature Review
  2.1 Definition of self-regulation in the learning process
  2.2 The factors of self-regulated learning in empirical studies
 III. Methods
  3.1 Participants
  3.2 Instruments
  3.3 Procedure and data analysis
 IV. Results and discussion
  4.1 Motivational factors in self-regulated learning
  4.2 Learning strategy factors in self-regulated learning
 V. Conclusions
 Works Cited
 Appendix

키워드

저자

• Young Ah Cho [ Gwangju University ] First author
• Jee Hyun Ma [ Chonnam National University ] Corresponding author

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