언어하기 활동이 한국 고등학생의 영어학습 동기 및 초인지책략 사용에 미치는 영향

Abstract

This paper examined the effect of Motivational Languaging Activity (MLA) on Korean high school students’ English learning motivation, their metacognitive strategy use, and English proficiency. MLA is a classroom-friendly activity in which learners express the reason for studying English in words and writing. MLA helps learners to plan, evaluate, and monitor their English learning. This study conducted experiments on two types of languaging activities. The control group did not participate in the languaging activity. The experimental group was divided into two subgroups: one underwent individual writing (IW), and the other first participated in individual writing and then in group discussion (IWGD). The results of the research revealed that there was a significant difference between the two experimental groups. However, the control group did not show any changes. It showed that motivations for learning English have significant changes in the ideal L2 self, instrumentality (promotion), and motivated behavior. Especially the IWGD was more effective than IW regarding their motivational increase. In the case of metacognitive strategies, global learning strategies, learning plans and self-assessment, and self-monitoring showed significant changes. The IW was more effective than IWGD in metacognitive strategies. However, no statistically significant difference was identified in the participants’ English proficiency measured by pre- and post-tests. The results suggest that an intensive languaging activity in a short period can make a significant increase in their motivation and metacognitive strategies.