Earticle

초록

영어

The present study examines the relationships between individual learner differences, learning styles, learning strategies, and learners’ speaking fluency in English as a foreign language (EFL). To investigate the relationships, a questionnaire that asked about five individual learner differences (age of acquisition, the nature of prior learning, frequency of in-class presentations, motivation, and study hours), learning styles, and learning strategies was given to 54 Korean learners of English. The results of correlation analyses revealed a positive correlation between learners’ integrative motivation and English fluency, and between study hours and English fluency. Learning styles did not show any correlations with English fluency. However, language learning strategies, especially memory, cognitive, metacogntive, and compensatory learning strategies, were positively correlated with L2 English fluency, suggesting they play a mediating role between learners' individual differences and their English fluency. Given the findings, instructors are encouraged to help learners become aware of language learning strategies to improve their fluency in English that they can employ in class and on their own.

목차

I. Introduction
II. The Present Study
A. Participants
B. Methodology
C. Procedure and Analysis
III. Results and Discussion
A. Individual learner Differences
B. Learning Styles
C. Learning Strategies
IV. Conclusion
References
Abstract

키워드

저자

• Jeonghwa Shin [ Assistant Professor, Korea Military Academy ]

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