Earticle

본 연구의 목적은 대학 관리회계 수업에서 에듀테크 기반 플립러닝을 설계.적용하고, 이러한 수업이 학습자의 자기조절학습과 학습성과에 미치는 영향을 실증적으로 검증하는 데 있다. 관리회계는 계산과 문제풀이를 넘어 결과 해석과 의사결정 역량이 요구되는 교과로서, 사전학습, 수업 내 적용, 사후 성찰을 유기적으로 연계하는 수업 설계가 중요하다. 이에 본 연구는 4년제 대학 경영학과 관리회계 수강생을 대상으로에듀테크기반플립러닝수업을운영하고, 사전.사후 설문 조사 자료를 바탕으로 자기 조절 학습의 변화와 학습 성과에 대한 영향을 분석 하였다. 분석 방법으로는 사전ㆍ사후 차이 검증과 다중 회귀 분석을 활용 하였다. 연구 결과는 다음과 같다. 첫째, 에듀테크 기반 플립러닝 적용 이후 학습자의 자기 조절 학습은 수업전보다수업 후유의하게 향상 된 것으로 나타났다. 둘째, 에듀테크지원은 학습성과 전반에 정(+)의 유의한 영향을 미쳤으며, 특히 만족도, 학습효과, 동기부여, 학습 이해도를 설명하는 핵심 예측 요인으로 확인 되었다. 셋째, 에듀테크 지원 변인을 제외한 모형에서도 사전학습 자료의 질과 수업 내 적용 경험은 학습성과에 유의한 정(+)의 영향을 미치는 것으로 나타나, 플립러닝 수업 설계 자체의 중요성을 보여주었다. 이러한 결과는 관리회계 수업에서 플립러닝의 효과를 높이기 위해서는 단순히 수업 형식을 전환하는 수준을 넘어, 실시간 피드백, 상호작용, 협업을 촉진하는에듀테크를 교수학습설계의 핵심요소로 통합할 필요가있음을시사한다. 또한사전학습 자료의 품질을 높이고 수업 내 적용 활동을 강화할 경우, 계산ㆍ해석 중심의 전공 교과에서도 자기조절학습과 학습성과를 함께 향상시킬 수 있음을 보여준다. 본 연구는 관리회계 맥락에서 에듀테크 기반 플립러닝의 효과를 실증적으로 제시함으로써, 전공교과 수업 설계와 대학 교수학습 혁신에 실천적 시사점을 제공한다.

This study aimed to design and implement EdTech-based flipped learning in a university managerial accounting course and to empirically examine its effects on learners’ self-regulated learning and learning outcomes. Managerial accounting requires not only calculation and problem-solving skills but also the ability to interpret results and make decisions. For this reason, instructional design that systematically links pre-class learning, in-class application, and post-class reflection is especially important. In this study, an EdTech-based flipped learning model was applied to students enrolled in a managerial accounting course at a four-year university. Pre- and post-survey data were collected and analyzed using difference tests and multiple regression analysis. The results are as follows. First, learners’ self-regulated learning significantly improved after the implementation of EdTech-based flipped learning. Second, EdTech support had a significant positive effect on overall learning outcomes and was identified as a key predictor of satisfaction, learning effectiveness, motivation, and learning comprehension. Third, even in the model excluding the EdTech support variable, the quality of pre-class learning materials and in-class application experiences showed significant positive effects on learning outcomes, indicating the importance of flipped learning instructional design itself. These findings suggest that, in order to enhance the effectiveness of flipped learning in managerial accounting courses, it is necessary to go beyond simply changing the instructional format and to integrate EdTech as a core element of teaching and learning design that promotes real-time feedback, interaction, and collaboration. In addition, improving the quality of pre-class learning materials and strengthening in-class application activities can enhance both self-regulated learning and learning outcomes even in major courses focused on calculation and interpretation. By empirically demonstrating the effects of EdTech-based flipped learning in the context of managerial accounting, this study provides practical implications for disciplinary course design and innovation in university teaching and learning.

본 연구는 자기조절학습과 미술치료를 통합한 프로그램이, 아동의 자기결정동기와 자기효능감에 미치는 영향을 알아보는데 그 목적이 있다. 이를 검증하기 위해 대전시에 소재한 A, B 초등학교 5, 6학년 아동 중 대전시 교육청에서 실시한 학기말 교과학습진단평가 결과 각 반에서 성적이 하위 10%인 아동 20명을 연구대상으로 선정하였으며, 실험집단 10명에게만 자기조절학습과 미술치료를 통합한 프로그램을 주 2회 매회기 120분씩 총 10회기동안 실시하였다. 실험처치 후 본 연구의 가설을 검증하기 위하여 양적분석으로 SPSS WIN 통계프로그램(Ver 15.0)을 이용하여 t-검증으로 통계처리 분석하였고, 질적분석으로 HTP검사 사전-사후분석, 교사인터뷰, 회기별.개인별 아동관찰 및 결과물을 토대로 분석하였다. 본 연구를 통하여 자기조절학습과 미술치료를 통합한 프로그램은 자기결정동기, 자기효능감에 긍정적인 영향을 미친다는 결과를 얻을수 있었다. 자기조절학습과 미술치료를 통합한 프로그램은 아동의 자기결정동기증진에 유의한 효과가 있는 것으로 나타났으며(t=9.75, p<.001), 자기효능감 증진에도 유의한 효과가 나타났다(t=7.49, p<.001). 이는 자기조절학습과 미술치료를 통합한 프로그램은 자기조절학습뿐 아니라 미술치료를 통해 학습전략 및 자신감 증진으로 적극적이고 능동적으로 학습에 전념하게 하므로써 스스로 학습을 하고자하는 동기와 학습에 대한 자신의 능력에 확신을 가진다는것을 알수 있으며, 또한 인지적, 정의적 특성을 모두 갖춘 프로그램이 자기조절학습프로그램에 대한 새로운 제안이 될수 있다는 의의를 더한다고 하겠다.

The purpose of this study was to see the effect of self-regulated learning with art therapy program on self-determination motivation and self-efficacy. This study selected self-regulated learning with art therapy program used in the 5th-6th grade in elementary school in D city, then divided into an experimental group of 10 students and a control group of 10 students and a total of 10 sessions were given to the experimental group only. The program used in this study was self-regulated learning reconstructed with art therapy program. The examination tool of self-determination motivation from the article, 'Academic Self-Regulation Questionnaire' developed by Ryan(2002). An examination tool of self-efficacy used to the measurse self-efficacy was developed by Han Hye-Jin(2002). Manipulation and analysis of data was done by a computer using SPSSWIN(version 12.0), which determined the reliability of the instrument. To find out the general characteristics, a t-test was constructed to track any possible intergroup gaps in the pretest result. The the results of this experimental study are as follows. First, the self-determination motivation in the experimental group, which participated in the self-regulated learning with art therapy program solving learning disabilities has changed quite meaningfully in comparison to the control group. It showed positive changes in subordinate variables such as extrinsic motivation. Second, the self-efficacy of experimental group, which participated in the self-regulated learning with art therapy program solving learning challenges has changed quite significantly in comparison to the control group. These results showed positive change in subordinate variable such as preference level to subjects and self-control efficacy, though they did not show notable changes confidence area. However since confidence area does not really affect its total score, self-regulated learning with art therapy program is considered to have a high influence in self-efficacy. As a result, it reached the conclusion that self-regulated learning with art therapy program improved self-determination motivation and self-efficacy.

20세기 중반 이후 교육현장에서 지속적으로 제기되어온 대표적인 주제가 학습부진 문제해결이다. 따라서 본 연구에 서는 자기조절학습요인을 인지, 동기, 행동조절로 구성하고, 학습부진 대학생의 학습동기인 내적가치, 자기효능, 호기심 및 자신감에 미치는 어떠한 영향을 살펴보았다. 연구는 창원시 소재 A대학교의 학습부진 상담프로그램에 참여한 대학생을 대상으로 하여 조사를 행하였다. 연구 결과 자기조절학습요인은 학습동기에 긍정적 영향을 미치는 것으로 나타났다. 둘째, 학습조절요인은 자기효능감에 긍정적 영향을 미치는 것으로 나타났다. 마지막으로 학습조절요인은 호기심 및 자신감에 긍 정적 영향을 미치는 것으로 나타났다. 본 연구를 통하여 다양한 요인이 통합적으로 학습과정에 작용하므로 상호작용을 고려 한 종합적인 지도체제가 필요함을 확인하였다. 구체적인 방법으로는 인지적· 동기적· 행동적 요소들을 참고하여 동기수준을 강화시킬 수 있는 학습상담 프로그램 개발이 시급하다 하겠다.

The problem of poor learning has been a subject that has been constantly raised in the educational field since the mid 20th century. Therefore, this study classified the components of self - regulated learning into cognitive - control, motive - control, and behavior - control strategies, and examined the effects of self - regulated learning on internal value, self - efficacy, curiosity, and self - confidence. The study was conducted on university students who participated in the program for the study of depression in A university in Changwon city. The results showed that self - regulated learning factors had a positive effect on learning motivation. Second, the learning adjustment factors have a positive effect on self - efficacy. Finally, learning control factors have a positive effect on curiosity and self - confidence. Through this study, we confirmed that a comprehensive guidance system considering interaction is needed because various factors act integrally in the learning process. As a concrete method, it is imperative to develop a learning counseling program that can enhance the motivation level by referring to cognitive, synchronous, and behavioral factors.

본 연구의 목적은 온라인 SW교육에서 초등학생의 컴퓨팅사고력과 학습만족도에 대한 자기조절학습, 그릿, 부 모지원의 예측력을 규명하는데 있다. 이를 위해 2018년 여름 광역시 소재 K대학교의 온라인 SW교육프로그램을 수강한 초등학생 71명이 본 연구에 참여하였으며, 최종적으로 63명의 데이터가 분석에 사용되었다. 연구결과는 다음과 같다. 첫째, 자기조절학습, 그릿은 컴퓨팅사고력을 유의하게 예측하였다. 둘째, 자기조절학습, 그릿은 학습 만족도를 유의하게 예측하였다. 본 연구의 결과는 온라인 SW교육에서 초등학생의 컴퓨팅사고력과 학습만족도 향상을 위한 요인을 규명하였다는 점에서 의의가 있다.

The purpose of this study was to investigate the prediction of self-regulated learning, GRIT and parents support on computational thinking and learning satisfaction in online software education. The participants were 71 elementary students who attended to an online software education which K university offered in Spring 2018. The 63 of cases were used to analyze by SPSS. The key findings were as follows: First, self-regulated learning and GRIT significantly predicted computational thinking. Second, self-regulated learning and GRIT significantly predicted learning satisfaction. This research suggested the implications for computational thinking and learning satisfaction in online software education.

The purpose of this study was to determine the relationship between self-regulated learning and learning flow for English major college students. Data were obtained from a sample of 174 English major college students. For the correct analysis, the following methods are used; descriptive statistics, reliability analysis, factor analysis, independent t-test, correlation analysis, stepwise multiple regression analysis. The questionnaire developed by Yang (2000) was used to identify self-regulated learning and the questionnaire revised by Kim et al. (2010) was also used to identify learning flow for English major college students. The subordinate factors of self-regulated learning are cognition regulation, motivation regulation, behavior regulation. The subordinate factors of learning flow are balance of challenge and skill, agreement of behavior and perception, definite goal, embodiment feedback, task concentration, regulation, losing self- consciousness, transformative time sensation, autotelic experience. The survey result is as follows. First, between male and female students, there is partially a significant difference in self-regulated learning but there is not a significant difference in learning flow. Second, in the relationship between self-regulated learning and learning flow, there is the high positive correlation. Third, the subordinate factor of learning flow is the predictor of the subordinate factor of self-regulated learning

방송통신융합 기술의 발전으로 등장한 IPTV는 고화질, 고선명성, 편안한 시청, 교육 외 유해 정보 차단 등 여러 가지 장점을 제공하는 교육매체이다. 동시에 IPTV는 학습자의 주도적 학습이 뒷받침되어야 교육 효과를 향상시킬 수 있는 교육매체이다. IPTV 활용 교육에 대한 연구는 아직 도입 단계로 수업을 실행하는 교수자나 콘텐츠 개발자의 관점에 머물러 있고, IPTV를 활용하여 학습하는 학습자에게 요구되는 학습 전략을 반영한 학습 시나리오를 개발하거나 구현 방안을 제시한 연구는 미흡한 실정이다. 이에 본 연구에서는 IPTV 학습의 주체가 될 학습자를 대상으로 IPTV 학습행태 및 의향에 대해 조사하고 결과를 수렴한 후, 자기조절학습전략을 중심으로 IPTV를 활용한 학습 시나리오를 도출하고 이를 구현할 수 있는 방안을 모색하였다.

IPTV, a convergence service of broadcasting and communication, draws an attention as an educational media that provides various advantages including top quality of screen, easy access, and protection from harmful contents. In addition, a successful IPTV learning requires learners' active participations. Yet, the research on educational applications of IPTV is at the early stage focusing on teachers and developers' perspectives. Therefore, the present study conducted a survey on learners' current IPTV usage and intentions to use. Reflecting the results of the survey, we developed learner-centered IPTV learning scenarios based on self-regulated learning strategies and suggested its implementations.

본 연구는 기업교육훈련 참가 조직구성원들의 성취동기, 학습자기권능감이 교육훈련 성과에 미치는 영향력과 자기조절학습의 매개효과를 검증하였다. 교육훈련 성과는 교육훈련 만족도와 교육훈련 내용 이해도를 평가하는 시험성적으로 구분하였다. 교육훈련은 대고객 상담 과정이었다. 설문의 배포, 수거는 2회에 걸쳐 실시하였는데, 훈련기관 입소 후 교육훈련 시작 전 성취동기와 학습자기권능감을 측정하였고, 교육완료 후 자기조절학습과 교육훈련 만족도, 교육훈련 내용을 토대로 출제된 시험성적 결과를 측정하였다. 총 193부의 설문지를 분석에 활용하였다. 실증분석 결과 성취동기와 학습자기권능감은 교육훈련 성과에 유의미한 긍정적인 영향력을 보이는 것으로 나타났다. 다만 성취동기가 교육훈련 만족도에 미치는 영향력은 나타나지 않았다. 다음으로 학습자기권능감은 자기조절학습에 긍정적인 영향력을 보이고 있는 반면에 성취동기는 영향력을 보이지 못하는 것으로 나타났다. 자기조절학습은 학습자기권능감이 교육훈련 성과에 미치는 영향력을 부분적으로 매개하고 있었다. 이를 통해 교육훈련 성과를 제고하기 위해서는 기업교육훈련 참가 조직구성원들은 명확한 목표설정, 자기평가와 보상, 학습 관련 정보 찾기 등의 활동이 필요하며 기업들은 자기조절학습이 잘 발휘될 수 있는 여건(학습환경 구축 등)을 조성해 주어야 한다는 것을 알 수 있다.

This research purposes are verifying the relationship between employees who participate in corporate educational training program, achievement motivation, educational self-efficacy and educational training performance. and also investigate role of self-regulated learning as a mediator. for the empirical analysis, survey method was performed. distributed and collected questionnaires are two times accomplished. total of 193 questionnaires are used for analysis by Lisrel Program. the major findings are as follows: first, achievement motivation and educational self-efficacy are statistically significant impacts on the educational training performance, however achievement motivation doesn’t. educational self-efficacy is statistically significant impact on the self-regulated learning, but achievement motivation doesn’t. self-regulated learning statistically significant influence on the both of educational training performance. second, self-regulated learning mediate between achievement motivation, self-efficacy and educational training performance. see the direct and indirect effects, achievement motivation have not statistically significant direct and indirect effects on the satisfaction but statistically significant direct effect on the exam results, which indirect effect doesn’t. so, corporate education participants’ are set the clear learning purpose, self-evaluation and compensation, learning activities, such as searching the information. and at the same time, companies are build up the self-regulated learning conditions(learning environment, instructors and secondary Supported Instructor, etc.) to enhance educational training performance.

본 연구의 목적은 부동산학을 전공하는 대학생의 자기 조절 학습이 취업 준비 정도에 미치는 영향을 분석하고, 대학생의 취업 혹은 진로 설계를 지원하기 위한 시사점을 도출 하는 것이다. 자기 조절 학습과 관련된 외생 변인으로는 ‘성취 추구성’과 ‘내재적 동기’를 설정하고 취업 준비 정도와 관련된 내생 변인으로는 ‘구직 목표 설정’과 ‘구직 정보 탐색’ 을 설정하였다. 구조 방정식 모형을 적용하여 설문조사를 분석한 결과는 다음과 같다. 첫째, ‘성취 추구성’은 취업 준비 정도의 변인 ‘구직 목표 설정’과 ‘구직 정보 탐색’에 부(-)의 영향을 미치는 것으로 분석되었다. 성취 추구성이 높은 학생은 취직보다는 다른 진로 분야에 관심이 큰 것으로 해석되어, 이에 맞는 진로 설계 지원이 필요함을 시사한다. 둘째, ‘내재적 동기’는 취업 준비 정도의 변인 ‘구직 목표 설정’과 ‘구직 정보 탐색’에 양 (+)의 영향을 미치는 것으로 분석되었다. 내재적 동기가 높은 학생에 대해서는 취업 역량 강화를 위한 교육과정 및 취업 지원 프로그램을 대학이 제공할 필요가 있음을 시사한다.

The purpose of this paper is to analyze the influence of self-regulated learning(SRL) on the employment preparation of university students majoring in real estate science, and to suggest implications to support their job-seeking planning or career development paths. This study defines ‘achievement seeking’ and ‘intrinsic motivation’ as exogenous variables related to SRL, and ‘employment goal setting’ and ‘job information searching’ as endogenous variables related to job preparation. The results of questionnaire analysis using the structural equation model are as follows: First, ‘achievement seeking’ has a negative (-) influence on ‘employment goal setting’ as well as ‘job information searching’, the endogenous variables of job preparation. It may be interpreted that the students of strong achievement seeking type are more interested in other fields than in employment. It can imply that university authorities should provide them with systematic career development support systems to meet their various needs. Second, ‘intrinsic motivation’ has a positive (+) influence on both ‘employment goal setting’ and ‘job information searching’, the endogenous variables of job preparation. It may be interpreted that the students having high intrinsic motivation are more interested in employment. It can imply that university authorities should provide them with curriculums and employment support programs to strengthen their readiness of employment competency.

[목적] 본 연구는 대학교에서 교양 골프 과목을 수강한 학생들을 대상으로 심리적 행복감이 자기조절학습 태도에 영 향을 미치는지 실질적인 분석으로 검증하여 그 중요성을 제시하는데 목적이 있다. [방법] 결과 도출을 위해 관련 교 과목을 성실히 이수한 학생들의 설문 자료를 SPSS와 AMOS를 이용하여 분석하였다. [결과] 도출된 결과를 요약하면 대학 교양 골프 수강생의 심리적 행복감은 자기조절학습 태도의 하위변인인 동기조절, 인지조절, 행동조절에 유의한 영향으로 정(+)의 영향을 미치는 것으로 나타났다. [결론] 이와 같은 연구 결과에 근거하여 대학 교양 골프 교과목의 활성화와 대학생들 전반적인 삶의 질 향상은 물론 실무 적용이 가능한 기초 자료를 제공하여 대학 교양교과목 문화 의 중요성을 강조하고자 한다.

[Purpose] The purpose of this study is to suggest the importance by verifying the effects of psychological happiness on the self-regulated learning attitude of college students taking the liberal arts golf course through the practical analysis. [Methods] To draw the results, this study analyzed the survey data of students sincerely completing the relevant course, by using the SPSS and AMOS. [Results] In summary of the drawn results the psychological happiness of college students of liberal arts golf course, had significantly positive(+) effects on the sub-variables of self-regulated learning attitude such as motivational regulation, cognitive regulation, and behavioral regulation. [Conclusions] Based on such results of this study, this study aims to emphasize the importance of college liberal arts course culture by providing the basic data that could be practically applied for the vitalization of college liberal arts golf course and the improvement of the overall quality of lives of college students.

본 연구는 생성형 인공지능 기반 학습 지원 도구인 MuseGPT의 박물관 학습 맥락에서의 활용을 탐색하고, 외국인 관람객의 학습 경험 및 자기조절학습 과정에 대한 지원 역할을 분석하는 것을 목적으로 하였다. 연구 대상은 관련 분야 전문가 7명과 서로 다른 문화적 배경을 가진 외국인 관람객 4명으로 구성되었다. 먼저 전문가 평가를 통해 MuseGPT의 구조 설계 및 교육적 활용과 관련된 피드백을 수집하였으며, 이후 실제 박물관 환경에서 현장 적용 연구를 수행하고 상호작용 로그 및 인터뷰 자료를 수집하였다. 수집된 자료는 주제 분석, 자기조절학습(Self-Regulated Learning, SRL) 코딩 분석 및 기술통계 방법을 통해 분석하였다. 연구 결과, MuseGPT는 외국인 관람객의 박물관 내 개인화된 학습 경험을 향상하고, 학습 계획, 이해, 모니터링 및 조절과 같은 자기조절학습 행동을 촉진하는 것으로 나타났다. 또한 MuseGPT는 전시 이해, 문화 간 의미 구성 및 학습 참여를 지원하는 데 긍정적인 역할을 하였다. 한편, MuseGPT의 효과적인 활용은 적절한 학습경험 설계, 영영 특화 지식의 적용 및 GPTs 시스템 기능 등의 요소에 영향을 받는 것으로 나타났다. 본 연구는 생성형 인공지능이 외국인 관람객의 박물관 학습 지원에 중요한 잠재력을 지님을 시사하며, 박물관 인공지능 기반 학습 지원 도구의 설계 및 실행을 위한 실천적 시사점을 제공한다.

This study aimed to explore the use of MuseGPT, a generative AI-based learning assistance tool, in the context of museum learning and to examine its supportive role in foreign visitors’ learning experiences and self-regulated learning processes. The participants consisted of seven experts from relevant fields and four foreign visitors from diverse cultural backgrounds. First, expert evaluations were conducted to collect feedback regarding the structural design and educational use of MuseGPT. Subsequently, a field study was carried out in a folk museum environment, where interaction logs and interview data were collected after visitors’ use of MuseGPT for on-site learning and exploration. The data were analyzed through descriptive statistics and thematic analysis within a Self-Regulated Learning framework. Findings included that MuseGPT enhanced personalized museum learning experiences for foreign visitors and promoted self-regulated learning behaviors such as learning planning, understanding, monitoring, and regulation. MuseGPT played a positive role in supporting exhibit understanding, cross-cultural meaning-making, and learning engagement. Meanwhile, the effective use of MuseGPT was influenced by factors such as appropriate educational design, the application of domain-specific knowledge, and GPTs functionalities. This study suggests that generative AI has significant potential for supporting foreign visitors’ museum learning and provides practical implications for the design and implementation of AI-based learning tools in museum education contexts.

본 연구는 국내 대학생을 대상으로 디지털 리터러시 역량이 학업 자기효능감에 미치는 영향 을 분석하였다. 이를 위해 사회 인지이론과 자기주도학습 이론을 이론적 기반으로 설정하고, 디지털 리터러시 역량을 환경 리터러시, 정보·지식 리터러시, 사회·문화 리터러시의 하위 요소로 구성하 였다. 설문조사는 대학생 53명을 대상으로 실시되었으며, 수집된 자료는 다중회귀분석을 실시하였 다. 분석 결과, 디지털 리터러시 역량은 학업 자기효능감에 유의미한 영향력을 나타냈으며, 사회·문 화 리터러시는 학업 자기효능감의 모든 하위영역에서 유의미한 영향을 나타냈다. 환경 리터러시는 자신감 영역에 유의미한 영향 가장 많이 미치는 것으로 나타났다. 이러한 결과는 디지털 리터러시 역량이 학습자의 학습 조절 경험 및 심리적 신념 형성과 밀접하게 관련될 수 있음을 시사한다.

This study examined the impact of university students’ digital literacy competence on their academic self-efficacy. Grounded in social cognitive theory and self-directed learning theory, digital literacy was conceptualized as a multidimensional construct comprising environmental literacy, information and knowledge literacy, and society and culture literacy. A survey of 53 undergraduate students was administered, and the collected data were analyzed using multiple regression analysis. The results indicated that digital literacy competence showed a significant effect on academic self-efficacy. Society and culture literacy has a significant effect on all sub-domains of academic self-efficacy. Environmental literacy was found to have the most significant effect on the confidence domain. These findings suggest that enhancing students' digital literacy is closely associated with the development of their self-regulatory learning experiences and psychological beliefs related to academic achievement.

본 연구는 생성형 인공지능(generative AI)을 매개로 한 비공식 학습 환경 에 참여한 고급 한국어 학습자들의 동기적 전환 과정을 탐구하였다. 내 러티브 탐구 방법론을 적용하여, 학습자들이 AI와의 지속적인 상호작용 을 통해 자기조절 학습 전략, 학습자 정체성, 언어적 인식이 어떻게 변화 하는지를 심층적으로 분석하였다. 참여자들은 개인의 목표나 AI 활용 방 식에는 차이를 보였으나, 공통적으로 외재적 동기에 의해 수동적으로 학 습하던 단계에서 내재적 동기를 기반으로 자율적 언어 사용자로 전환되 는 양상을 나타냈다. 생성형 AI는 단순한 오류 수정 도구를 넘어, 학습자 의 자기평가 능력, 표현 역량, 정서적 안정감을 증진시키는 인지적·정서 적 매개체로 기능하였다. 이러한 결과는 생성형 AI가 언어 숙달도 향상 뿐 아니라, 학습자의 동기 체계와 정체성 구조의 재구성에까지 기여할 수 있는 교육적 잠재력을 지님을 시사한다.

This study investigates motivational transformations among advanced Korean-language learners engaged in informal learning mediated by generative artificial intelligence (AI). Employing a narrative inquiry approach, it analyzes how learners' self-regulated strategies, identity, and linguistic awareness evolve through sustained interaction with AI. Despite differences in personal goals and usage patterns, all participants showed a common shift from passive, extrinsically motivated learners to autonomous, intrinsically driven language users. Generative AI functioned not merely as a corrective tool, but as a cognitive and affective mediator that enhanced learners’ self-evaluation, expressive capacity, and emotional security. These findings suggest that generative AI can contribute to restructuring learners' motivational systems and identities beyond improving linguistic proficiency.

Can advances in information technology be utilized to provide access to educational resources in rural environments to help in the development of a country? Most developing countries are characterized by a large youth population and struggle to find the resources to provide basic education beyond primary school. This is true in Belize where students in rural schools often lack access to well-trained subject experts, score lower on national exams, and enroll in secondary schools at a lower rate than urban students. Utilizing mobile Internet technologies, students living without electricity can now access the same educational resources as privileged urban students. This article describes a field experiment designed to focus on learning outcomes as measured by students’ cognitive ability, self-efficacy and motivation. It compares a self-organized learning environment with one enhanced by self-regulated strategies, through a quasi-experimental design. Our results show significant improvement in students’ cognitive ability and self-efficacy.

This study defined the notion of general idea on m-Learning as based upon e-Learning and mobile internet related literature review and identified the m-Learning distinctive features. Also, this study has searched for factors that are expected to influence the use intended for m-Learning from self-regulated learning, which is acknowledged to be a useful method for learning accomplishment in education field, in order to measure the relationship between learners’ motivation and use intention. Then it has empirically validated the conceptual model based on Davis’ TAM (Technology Acceptance Model). As a result, self-efficacy, self-determination, interest, contents quality, time management, help seeking, and peer study are factors affecting perceived usefulness. Also self-efficacy, self-determination, interest, contents quality, time management, and peer study are factors affecting perceived ease of use. Finally both perceived usefulness and perceived ease of use are significant factors affecting use intention.

This research delved into the impact of SRL strategies-based instruction on EFL students’ L2 writing performance, academic self-efficacy, and use of SRL strategies. To this end, 50 Iranian EFL learners, including 25 males and 25 females, attended the study. The experimental group was provided with a four-month SRL strategies-based intervention which followed the Self-Regulated Strategy Development model adapted from Harris and Graham (1996), and the control group took the traditional writing course needed by the university curriculum with the same length. All the students were required to accomplish pre- and post-writing tests as well as self-report questionnaires, including the Writing Strategies for Self-Regulated Learning Questionnaire and the second Language Writer Self-Efficacy Scale, at the beginning and the end of the instruction. The outcomes showed that the experimental group outperformed the control group in the post-writing test. Experimental group 's levels of linguistic self-efficacy and performance self-efficacy were remarkably higher than their counterparts in the control group. The study further implies that the instruction might contribute to the increased application of SRL strategies in EFL writing classes in a way that students might become more self-directed and self-regulated in their overall language performance in general and their written performances in particular.

و یلیصحت یدمآراکدوخ ،یاھ یژتارتسا زا هدافتسا تسا ھتخادرپ .زومآ نابز هاجنپدندوب مق هاگشناد رد یسیلگنا تایبدا ھتشر رد لیصحت لاح رد ھک نیا رددندرک تکرش قیقحتشزومآ تحت هام راھچ یشیامزآ هورگ . یمیظنتدوخ دربھار ھعسوت لدم قبط ھک تفرگ رارق روحم یژتارتسا ) ماھارگ و سیرھ1996 تدم نامھ ھب لرتنک هورگ یارب هاگشناد یسرد ھمانرب قبط یتنس یراتشون هرود و دوب ( راھچ ھئارا هامشیپ ات دش ھتساوخ نایوجشناد ھمھ زا .دشسپ و نومزآنومزآشسرپ و راتشون یاھھماندوخ یاھ شرازگ شسرپ لماش یھد ھمانیمیظنتدوخ یریگدای یارب راتشون یاھ یژتارتسا هورگ ھک داد ناشن جیاتن .دنھد ماجنا ار مود نابز هدنسیون یدمآراکدوخ رایعم و سپ رد لرتنک هورگ زا یرتھب درکلمع یشیامزآ هورگ یدرکلمع یدمآراکدوخ و ینابز یدمآراکدوخ حطس .تشاد راتشون نومزآشیامزآ یژتارتسا زا هدافتسا شیازفا ثعاب روحم یژتارتسا شزومآ زا هدافتسا ھک دش شرازگ نینچمھ .تشاد یریگمشچ شیازفا ی یاھلاعف و یم یشزومآ نینچ ھک تسا نیا زا یکاح ام جیاتن .دش روکذم یاھ یژتارتسا زا هدافتسا رد وجشناد ندش رت ھب دناوت نابز نازومآشیب یاکتا ردیگدای ھب رتو هدرک کمک ملعم زا یریگدای یاجب یدرف یرزومآ نابز یم ھنلااعف ار دوخ یریگدای دنیآرف دناوت رت .دنک یبایزرا

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-leaner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on self regulated learning strategy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically. As result, most of the hypotheses except for H6 suggested in this model were accepted.

This study investigates how Korean high school students with different levels of English writing are able to utilize their own self-regulated learning strategies and a sense of self-efficacy in writing classrooms. A total of 128 students took part in this study and they were classified into high-, intermediate-, and low-proficiency groups. Four instruments were used in the study: a background questionnaire, a English writing test, the Writing Strategies for Self-Regulation Learning Questionnaire (WSSRLQ,) and the Second Language Writer Self-Efficacy Scale (L2WSS). When looking at the results from the WSSRLQ, the results show that the high-level writers significantly used text processing and goal-oriented monitoring and evaluating more often than those in the intermediate- and low-level groups; the high-level group also used idea planning, interest enhancement, and emotional control significantly more often than the low-level group. In regards to the L2WSS, the high-level learners demonstrated greater linguistic self-efficacy, self-regulatory efficacy, and performance self-efficacy. In addition, there were positive correlations among self-regulation, self-efficacy, and English writing competence. Based on the results, suggestions are given for teachers, so they can better help their students improve writing skills.

This study examined self-recorded video-speaking tasks of 48 Korean university students in an online English for Special Purposes (ESP) course to determine the task’s contribution to learners’ self-regulation while learning English as a foreign language (EFL). Students selected and researched topics in science and engineering, self-recording three-to-five-minute speaking videos and sharing them via a learning management system (LMS) with unsynchronized question-and-answer (Q&A) peer interaction. Then, they submitted self-reflections on their course experiences. I analyzed speaking videos and self-reflections to examine self-regulation. The results showed positive speaking proficiency but less sufficient pronunciation and grammar than other components (fluency, vocabulary, and content), suggesting that EFL learners in ESP courses require more effort in learning technical terms in their natural spoken language. Also, they intertwined components of Zimmerman and Moylan’s (2009) three-phase self-regulated model into their tasks. They linked subsequent goal-setting to motivation and self-efficiency. The self-recording process provided opportunities to rehearse pronunciation, fluency, and organization; an imagery process helped cognitive memory for fluency and vocabulary. Technology was a good helping tool to support self-taught learning. However, instructors should guide speaking with a camera on or not simply reading from pre-written manuscripts for better self-regulated learning.

The study is aimed at exploring impacts of self-assessment on students’ self-regulated learning and satisfaction at a university setting. Twenty-one students taking a foreign language pedagogy course participated in the study. Weekly self-assessment was assigned for 8 weeks to see if it improved students’ self-regulated learning. Student questionnaire was collected twice on the 7th and the 15th week; in addition, in-depth interviews were conducted to gather students’ perceptions of self-assessment in terms of its benefits and drawbacks. Findings based on quantitative and qualitative analysis are as follows. Firstly, significant positive impacts of self-assessment were found in all three domains of self-regulated learning: cognitive, motivational, and behavioral. Secondly, students found self-assessment overall satisfactory and useful in their studies. In-depth interviews further revealed that self-assessment helped to regulate their study behaviors effectively, which, in turn, led to a better understanding of the subject matter and greater participation in class activities. At the same time, however, some students expressed some burden as a drawback of self-assessment. Pedagogical implications and research suggestions for future study were discussed.

Drawing on self-regulated learning theory and social cognitive theory, the study reported in this paper describes the development and psychometric evaluation of the Self-Efficacy for EFL Speaking Scale (SEESS), an instrument for assessing students’ perceived capability to speak English as a foreign language in the learning-to-speak process. Data were collected from 316 university EFL students in China. Exploratory and confirmatory factor analyses resulted in determination of three factors (i.e., performance self-efficacy, self-regulatory efficacy, and linguistic self-efficacy) with a strong psychometric basis. A second-order confirmatory factor analysis further provided empirical evidence to consider EFL speaking self-efficacy as a unitary construct with three correlated but distinct self-efficacy factors. In addition, the significant correlations between these EFL speaking self-efficacy factors and students’ EFL speaking learning strategies further confirmed the concurrent validity of the SEESS. Pedagogical implications of this study for classroom teaching and learning of EFL speaking were discussed.