지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Self-directedness has been attended to as a key element in successful learning. The ultimate goals of the national curriculum in Korea is to have Korean students become self-directed learners. However, Korean students’ learning experience seem quite far from this ideal. They are still being or even more strictly controlled under teacher-directed instruction. Learners’ independency is much worse in learning English because most of them are intensively trained in highly teacher-controlled ‘hakwon (private institutes).’ This study attempts to examine Korean elementary students’ readiness for self-directed language learning with three questions: a) Are Korean elementary school students ready for self-directed language learning? b) what factors positively or negatively affect their self-directedness? 3) does k-12 school education help Korean students grow as independent learners? 426 fourth and sixth graders and 229 college students were surveyed to measure and compare korean learners’ self-directed learning ability by age, region, gender, and other factors. Guglielmino’s Self-Directed Learning Readiness Scale (1977) was translated and modified into a new version for Korean elementary students in EFL context. The SDLLR of fourth graders are significantly higher than the other age groups. Region, gender, and motivation are also critical factors that significantly affect Korean students’ self-directedness. This study concludes that the national language curriculum are not successfully helping Korean k-12 students become a self-directed language learners.
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