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This study investigated Korean university students’ English reading and listening proficienc521y in relation to their motivation to learn, awareness of learning strategies, and self-efficacy beliefs. Two questions were mainly addressed: (a) How do their strategy use, motivational traits, and perceived self-efficacy in English listening and reading differ according to proficiency level? (b) To what extent does each of the variables account for individual differences in proficiency? Participants (N = 3224) were asked to complete a battery of written questionnaires and then undertake a standardized English proficiency test. The results indicate that all the three variables are positively and significantly correlated with proficiency. More proficient students tend to cognize a wider range of learning strategies than less proficient students and those with higher levels of motivation are more likely to achieve higher proficiency. When regressed, self-efficacy appears to be the most powerful predictor of achievement. The contribution of self-efficacy controlling for the other variables amounts to 6% of the total variance. It is therefore suggested that English teachers assist their students to develop positive self-beliefs along with an enhanced awareness of learning strategies and motivational dynamics, as these factors may have a collective impact on their learning process and outcome.
목차
1. Introduction
2. Literature Review
3. Method
4. Results
5. Discussion
References
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UCI(KEPA) : I410-ECN-0101-2018-705-001342464