자기주도 학습에 따른 중학생의 학습방법의 전략과 효과

Abstract

ABSTRACT

The Relationship Between Self-directed English Learning and Learning Strategies of Middle School Students

Cheon, Hye-mi Advisor : Prof. Yoo, Kwan-soo, Ph.D. Major in English Language Education Graduate School of Education, Chosun University

The purpose of this study was to investigate self-directed learning and its correlation about rewarding strategy of middle school students. The subjects were one hundred from 1st to 3rd graders at middle school in Mokpo. To carry out the research, a questionnaire consisting of 20 questions including learners' basic survey in the limitation of English learning context and Strategies Inventory for Language Learning (SILL) from Oxford (1990) with 40 questions which had been divided into two types, direct strategy and indirect strategy, were administered to students. It consists of 29 questions about direct strategy which contains memory, recognition and reward strategy and also 11 questions about indirect strategy which contains meta-cognitive, affective and social strategy. Moreover, self-directed learning perception questionnaire was used 5-point Liker scale. Conclusions drawn from this study indicate that all of the students thought that they would be in one of the five levels such as good, fairly good, average, below average and bad. Students who believed themselves in good, fairly good or average level had not only great efficiency in self-directed learning but also high rewarding strategy whereas those who believed themselves in below average or bad level had relatively low efficiency and rewarding strategy in self-directed learning. Therefore, In order to improve self-directed learning more effectively, it is suggested that students with low learning efficiency should be given various learning environments focused on self-confidence. However, this research was carried out with limited group of samples, so it is considered that more follow-up researches are needed with various groups of learners as their target.