학습성찰일지와 발표에 나타난 학습자 행위주체성 탐색 = Exploring Student Agency in Learning Reflection Journals and Presentations

다국어 초록 (Multilingual Abstract)

Objectives This study investigates how learning reflection journals and presentation assignments foster student agency among Korean and international students majoring in Korean language education at S University.
Methods To achieve this, the study first examined the components and processes of student agency. Then through a triangulation method, the manifestation of student agency was explored by analyzing learning reflection journals and presentation assignments conducted during class. The data for the analysis included the results of a survey on the cognitive domain of self-directed competency developed by S University, learning reflection journals submitted by learners during class, presentation materials, post-interview data, as well as feedback from instructors and peers.
Results The components of student agency were identified as ① purposefulness, ② investment of time and effort, ③ reflection, ④ responsibility, and ⑤ interaction. Through exploring the significance of learning reflection journals and presentations, it was confirmed that both the learning reflection journals and presentations played an important role in enhancing student’ ① self-directed learning abilities, ② career exploration, ③ interaction facilitation, and ④ positive attitudes towards academics. Specifically, with respect to the learning reflection journals, student demonstrated purposefulness, invested time and effort, and deepened their understanding of the leaarning content through repeated reflection, while connecting it to their career paths. During this process, responsibility and interaction with the instructor were evident. Additionally, the presentations exhibited student’ purposefulness, investment, reflection, and responsibility before, during, and after the presentation. Through interaction not only with the instructor but also with peers, students mainifested their agency in the learning process.
Conclusions This study confirms, through the triangulation method, that learning reflection journals and presentations have a posotive impact on the manifestation of student agency. Learning reflection journals and presentations help both Korean and international students actively engage in the learning process, set their own learning directions, and invest time and effort to develop concrete strategies for achieving their goals. It is expected that these abilities will have an educational impact, helping to go beyond simple academic achievement in college and enabling them to take a leading role in future society.

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