국내 고등학생의 자율성, 영어 학습 전략, 그릿과 영어학업성취도의 관계성 연구

The study aims to explore the relationships between learners autonomy, grit, language learning strategies (LLSs) and English academic achievement (EAA). Specifically, the study focuses on whether learners’ autonomy, grit and LLSs can predict learners EAA, whether learners autonomy can predict grit and LLSs, and whether both grit and LLSs can play a role as a mediator in the relationship between autonomy and EAA. For the study, the data were collected from 454 high school students in Seoul using the self-report surveys to measure each learner variable including learners EAA score. Then correlations analysis, confirmatory factor analysis, and structural equation modeling were applied to analyze the data. The results of this study are as follows. First, the only variable to predict EAA was grit. Both autonomy and LLSs failed in predicting EAA. Second, learners autonomy had a positive effect on grit and LLSs. Third, grit was found to mediate between autonomy and EAA, showing that autonomy can have an indirect impact on EAA via grit, but LLSs did not have the mediating effect. More pedagogical implications are further discussed and proposed in the paper.