Earticle

초록

영어

The present study investigates the relationships between EFL students’ conceptions of learning English and their self-regulated language learning strategies and compares both variables to English proficiency levels. A total of 161 college students were assigned to low-, intermediate-, and high-achievement groups based on their English levels. Then, students were given questionnaires that asked about their general information, conceptions of studying English, and self-regulated learning processes, and a reading comprehension test. The findings of the study revealed that those in the high-achievement group were better at increasing their knowledge factor and understanding and seeing in a new way factor. In addition, the high-achievement group reported significantly more use of internal orientation, cognitive strategy, and metacognitive strategy factors in terms of self regulation than the other groups. Based on the results, pedagogical implications and teaching suggestions are offered at the end of this article.

목차

I. Introduction
 II. Literature Review
  A. Conceptions of learning
  B. Self-regulated learning
 III. Methods
  A. Participants
  B. Instruments
  C. Procedures and data analysis
 IV. Results and Discussion
  A. The relation between the COLE and English proficiency
  B. The relation between the SRL and English proficiency
 V. Conclusions
 References
 Abstract

키워드

저자

• Young Ah Cho [ Gwangju University ]

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