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.
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The purpose of this study was to investigate the effects of an intervention program for supporting students' self-regulated learning (SRL) skills in web-based listening activities on students' listening strategies and motivation.
Fifty-eight Korean university students were divided into two groups for this study. The experimental group was asked to keep self-reflection reports before and after listening practice. The intervention program consisted of monitoring the students’ self-directed WBL activities with the self-reflection reports.
Before and after treatment with the intervention program, students in both groups completed the TOEIC test and a listening strategy questionnaire. They also completed a motivation and attitude questionnaire (MAQ).
Related to the effects of different self-directed WBL activities, the participants in the experimental group showed a significant increase on the use of metacognitive strategies. For this reason, the finding means that they could be taught self-regulating strategies through an intervention program and encouraged to plan, monitor, evaluate and reflect on the learning processes.
After the participants finished the intervention program, there were statistically significant improvements in the mean scores in three out of four of the MAQ scales. It means that they became more responsible for their own learning, more intrinsically motivated and believed that their efforts to learn made a difference in their learning and led to positive outcomes.
With regard to the relationship between strategy use and motivation, it was found that the more self-efficacy, intrinsic goal orientation and control of learning belief, the stronger the positive correlations with the cognitive and metacognitive listening strategy use.
This study implies motivation and strategy use can be promoted with scaffolding students' metacognitive self-regulation by providing them with timely, honest, and explicit feedback in collaborative environment amongst peer learners.
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참고문헌 (26)
참고문헌 신청
Bandura, A. / 1997 / Self-efficacy: The exercise of control / Freeman
Boekaerts, M. / 2005 / Self-regulation in the classroom: A perspective on assessment and intervention / Applied Psychology: An International Review 54 (2) : 199 ~ 231
Chang, M. / 2005 / Applying self-regulated learning strategies in a web-based instruction: An investigation of motivation perception / Computer Assisted Language Learning 18
Dillon, C. / 2003 / Learner differences in distance learning: Finding differences that matter, In Handbook of distance education / Lawrence Erlbaum Associates : 235 ~ 244
Dornyei, Z. / 1998 / Motivation in second and foreign language learning / Language Teaching 31 (2) : 117 ~ 135
Boekaerts, M. / 2005 / Self-regulation in the classroom: A perspective on assessment and intervention / Applied Psychology: An International Review 54 (2) : 199 ~ 231
Chang, M. / 2005 / Applying self-regulated learning strategies in a web-based instruction: An investigation of motivation perception / Computer Assisted Language Learning 18
Dillon, C. / 2003 / Learner differences in distance learning: Finding differences that matter, In Handbook of distance education / Lawrence Erlbaum Associates : 235 ~ 244
Dornyei, Z. / 1998 / Motivation in second and foreign language learning / Language Teaching 31 (2) : 117 ~ 135
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