온라인 영어 독서프로그램의 참여도에 영향을 미치는 요인의 구조적 관계 연구

With the spread of COVID-19, elementary education had to shift from traditional face-to-face education to online education. In a situation such as this, an English reading program could be one way to teach English effectively. The purpose of this study is to analyze relationships among self-determination motivation to learn, English self-efficacy, media-efficacy, self-directed learning ability, and learners’ participation rate in online English reading program. The survey participants were 154 elementary students who have taken part in an online English reading program for more than two years. The gathered data were analyzed by using the Structural Equation Model. The results of the analysis indicated that first, self-determination motivation to learn and English self-efficacy had significant effects on self-directed learning. Second, self-determined motivation to learn, English self-efficacy and media-efficacy showed a significant effect on leaners’ participation of English reading program, while self-directed learning ability did not. Third, self-directed learning ability had no mediation effects on the path between self-determined motivation to learn, English self-efficacy, media-efficacy and learners’ participation. Based on the result of the research, the study suggests that, to improve leaners’ participation of online English reading program, the basic factors which improve students’ motivation and English self-efficacy need to take precedence over the others.