자기주도의 웹기반 듣기학습 활동에서 자기조절 학습전략이 영어듣기학습 수행과 동기에 미치는 영향

Effects of Self-regulated Learning Strategy in Self-directed Web-based Listening Activities on Motivation and English Listening Performance

The purpose of this study was to investigate the effects of self-regulated learning strategy in self-directed web-based listening activities on motivation and English listening performance. Twenty-eight Korean university students participated in this study and they were asked to keep journals, or self-reflection report, as a self-regulated learning strategy before and after listening practice through website. In addition, students self-directed web-based listening activities with journals were monitored during the classes. They completed TOEIC test and questionnaires about motivation and attitude(MAQ) with four sub-scales: value (task value), interest (intrinsic goal orientation), attitude (self-efficacy), and control (control of learning beliefs). They were selected from the Motivational Strategies for Learning Questionnaire(MSLQ), developed by Pintrich et al. (1991). The results obtained from the pre- and post-LC test showed that there was a significant difference in listening performance. Observed improvements of the post-test scores of the MAQ scales for three out of four were statistically significant. It means that after experiencing self-regulated learning strategy use in WBL, they became more responsible for their own learning and more intrinsically orientated and believed that their efforts to learn made a difference in their learning and led positive outcomes. Based on these finding of the study, this research provides a reference for instructors who intended to use self-directed WBL activities as a part of their instructions. Also, it shows it is important to have students experience and use the designed SRL skills into their learning.