전략 중심 수업이 고등학생의 영어 능력 및 자기효능감에 미치는 효과 = The Effects of Strategy-centered Instruction on High School Students’ English Ability and Self-efficacy
저자
발행사항
공주 : 공주대학교 일반대학원, 2021
학위논문사항
학위논문(박사)-- 공주대학교 일반대학원 : 영어교육학과 2021. 2
발행연도
2021
작성언어
한국어
주제어
DDC
420.7 판사항(22)
발행국(도시)
충청남도
기타서명
The Effects of Strategy-centered Instruction on High School Students’ English Ability and Self-efficacy
형태사항
xi,118p ; 26cm
일반주기명
지도교수:강문구
참고문헌 : 87-95p.
UCI식별코드
I804:44004-000000030307
소장기관
Studies concerning the effective methods for improving students’ listening and reading abilities have been conducted extensively. In particular, a large number of studies on the correlation of learner variables and English proficiency have been conducted because learner variables such as learning strategies and self-efficacy can be seen important. However, the researches of classifying language skills in both listening and reading are rare.
This study aims to examine the extent to which strategy-centered instruction provide an advantage to standardized English assessment and English self-efficacy in both English listening and reading. To achieve this purpose, the study investigated practical methods of applying strategy-centered instruction focused on teaching listening and reading strategies under various theoretical background. The subjects of the study were 81 students of 2nd grade from a highschool in South Korea. One group of 39 students was chosen as the experimental group, and the other group of 42 students was chosen as the control group. And then the students were also classified by their English proficiency level and their tendency of liberal arts or natural sciences. The experimental group was focused on English listening and reading strategies. In contrast, the control group was taught mainly by traditional teacher-centered instruction. The major results of this study are summarized as follows:
First, it was shown that strategy-centered instruction had a positive effect on the students’ English listening and reading ability. This result was found to be statistically significant. The students in the experimental group performed better in the post-test evaluating the students’ proficiency of English listening and reading than the students in the control group.
Second, strategy-centered instruction had a positive effect on the students’ English listening and reading self-efficacy. This result was found to be statistically significant. Although the students in both the experimental group and the control group had a positive effect, the students in the experimental group gave more positive responses with regard to their English listening and reading self-efficacy.
Third, strategy-centered instruction had a different effect on the students’ English listening and reading ability and self-efficacy depending on the students’ English proficiency. This result was also found to be statistically significant. For the students with high English proficiency, there was no statistically significant difference in listening ability between the two groups. Also, for the students with low English proficiency, there was no statistically significant difference in English listening and reading self-efficacy between the two groups.
Fourth, strategy-centered instruction had different effects on the students’ English listening and reading ability and self-efficacy depending on the students’ tendency of liberal arts or natural sciences. The students with tendency of liberal arts in the experimental group showed the highest improvement in both English listening and reading ability and self-efficacy.
According to these results, this study suggests the following:
First, for the effectiveness of strategy-centered instruction, it is necessary for the students to be taught to understand and utilize the various strategies when learning English. Instructors need to design a class with appropriate strategies for the purpose of learning.
Second, self-efficacy is one of the most important learner variables. This study shows that strategy-centered instruction has a positive effect on English self-efficacy. Other studies show that students with greater English self-efficacy have greater learning motivation while they show lower levels of learning anxiety. Therefore, learners should get as many successful opportunities as possible to grow their English self-efficacy in order not to be led to learned helplessness.
Third, the results of this study was rather different depending on the students’ English proficiency. Students would have a variety of English proficiency, situation, interests, tendencies, and so on. To suit the needs and situation of each student, appropriate techniques and methods for the strategy-centered instruction have to be developed.
Based on the results and suggestions of this study, further researches need to be conducted to investigate a greater range of learners’ levels and various situations that might affect learner’s English listening and reading ability and self-efficacy.
분석정보
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)