학교급별 자기주도 영어학습 능력과 학습책략 사용 양상 관련성 연구

Abstract

This study investigated how Korean EFL students’ self-directedEnglish learning abilities, learning strategy use, and the relationshipbetween the two constructs change as they advance to upper levelschools. Data were collected from 447 elementary, middle, and highschool students in Seocho-gu, Seoul, using Self-Directed LanguageLearning Readiness (SDDLR) and a revised version of StrategyInventory for Language Learning (SILL). The results showed thatelementary school students’ SDDLR and SILL scores were significantlyhigher than those of middle and high school students, with nosignificant difference between the two groups. Among the learnerfactors, interest toward English study was the only factor whichaffected all the three groups’ SDDLR as well as SILL scores. Theinfluence of study-abroad experience and starting age of privateeducation was limited to the elementary school student group,indicating their short-lived effects on self-directed learning andstrategy use. Lastly, there was a high or moderately high positivecorrelation between SDDLR and SILL in all the three groups. However,the specific relationship among subcategories of the two constructswas complicated and different among the three groups.