영어 학습 동기 및 초인지 학습책략과 학습주도성과의 관계 연구

초록

This paper examines the influence of English learning motivation, metacognitive strategies, and the self-directed learning abilities on Korean EFL students’ English proficiency. Also, this paper endeavors to figure out the relationship between these three constructs by using confirmatory factor analysis and to draw implications for English education in Korea. A set of questionnaires with 17 items for English learning motivation, 12 items of metacognitive strategies, and 12 items of self-directed learning abilities was administered to 451 Korean junior high school students in Seoul, Incheon, Pohang, and Uljin in Gyeongsangbuk-do. The findings are as follows: Intrinsic motivation, identified regulation, three specific metacognitive strategies, and all of the sub-factors of self-directed learning abilities exerted a positive influence on the students' English proficiency. In terms of the structural relationship among the three constructs, the confirmatory factor analysis indicated that self-directed learning ability is divided into the constructs of English learning motivation and metacognitive strategies. This study implies that there exists an ambiguity in the construct of self-directed learning ability, which needs thorough further investigations in the future.

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