공무원 취업 준비생들의 영어 학습동기와 학습전략

Abstract

The purpose of this study is to examine English learning motivation and strategies of job-seekers for officials and to investigate differences in learning motivations and strategies in terms of the participants’ gender, their English proficiency and the field of application. This research was done with 177 public official job-seekers (male 84, female 93) who were divided into groups of higher level and lower level by a recent practice test. The English Learning Motivation Survey(ELMS) and The Strategy Inventory for Language Learning(SILL) was administrated to all subjects. For analyzing the data, descriptive statistics and A T-test and an ANOVA were employed. The findings of the study indicate that extrinsic motivation is the strongest motivation among the six motivation factors, followed by learning belief motivation, need for task-value, self-efficacy, intrinsic motivation and test anxiety. In the field of learning strategies, compensatory strategy appeared to be the most used strategy among public official job-seekers, followed by memory, metacognitive, social, affective and cognitive strategy. It is also found that female public official job-seekers have a stronger motivation than male counterparts by showing that the higher mean scores of extrinsic motivation. and both male and female public official job-seekers showed the higher mean scores on compensation, memory and metacognitive strategies, except affective strategy. The study shows the statistically significant correlation between the participants’ English proficiency level and their use of compensation strategy. The study also demonstrates that the participants’ motivation and strategies differ depending on their job field they applied for. However, there is no gender difference in the study variables.