한국 EFL 대학생들의 문법 전략 사용에 관한 연구

A study on Korean EFL university students’ use of grammar learning strategies

This study examines Korean EFL university students’ use of grammar learning strategies and explores how these strategies vary according to their English proficiency levels. It also investigates the impact of grammar learning strategies on their overall English proficiency. In addition, it identifies the most significant grammar learning strategy that affects the students’ English proficiency. A total of 102 university students participated in the study, and their TOEIC scores were used to categorize their proficiency levels. A grammar learning strategy questionnaire was administered to the participants, and the data were analyzed using descriptive statistics, ANOVA, and multiple regression analysis. The results suggested a tendency for cognitive strategies to be used most frequently, followed by metacognitive, affective, and social strategies. Significant differences were found among proficiency groups in the use of cognitive strategies: higher-level learners more frequently used communication-oriented strategies and implicit, rule-internalizing strategies, whereas lower-level learners relied more on explicit, rule-based strategies. Regression analysis revealed that the cognitive strategy of creating new sentences using newly learned rules was the most significant predictor of English proficiency. Pedagogical implications and limitations are discussed.