대학생의 영어 학습 동기와 전략: 영어 기초실력 취약 대학생을 중심으로

Abstract

The purpose of this study is to understand English learning motives and the reality of English learning strategies while focusing on the characteristics of English underachieving college students present as well as to investigate the implications on high school English education by comparing the students according to their majors: English and non-English. This study took samples from junior students in two four-year programs at private universities in Seoul. It classified the students with low TOEIC scores into English major and non-English major groups. The collected questionnaire result was analyzed using SPSS 21.0. The analysis result is as follows. First, this study verified the effect of English learning motives on English underachieving college students depending on their majors. The result was students with a non-English major showed a higher level of anxiety regarding English learning motives, while students with an English major showed greater instrumental motivation and a better attitude. Both results showed a statistically significant difference. Second, this study verified the effect of English learning strategies on English underachieving college students depending on their majors. The result showed a higher use of compensation strategies for non-English majoring students in terms of English learning strategy while English major students showed a higher use of meta-cognitive strategies. Both results showed a statistically significant difference. This result indicates alternative plans are needed for English learning among Korean college students in terms of socio-economic efficiency of English education considering their characteristics and situations. Moreover, more segmented and customized English learning programs that consider one’s English level are necessary to overcome learners’ difficulties that are generated from individual differences, as well as to improve the educational effect. Above all, providing customized learning opportunities is needed, as one can better develop English ability in accordance with the needs of their majors and situations rather than just through accumulating linguistic knowledge.

The purpose of this study is to understand English learning motives and the reality of English learning strategies while focusing on the characteristics of English underachieving college students present as well as to investigate the implications on high school English education by comparing the students according to their majors: English and non-English. This study took samples from junior students in two four-year programs at private universities in Seoul. It classified the students with low TOEIC scores into English major and non-English major groups. The collected questionnaire result was analyzed using SPSS 21.0. The analysis result is as follows. First, this study verified the effect of English learning motives on English underachieving college students depending on their majors. The result was students with a non-English major showed a higher level of anxiety regarding English learning motives, while students with an English major showed greater instrumental motivation and a better attitude. Both results showed a statistically significant difference. Second, this study verified the effect of English learning strategies on English underachieving college students depending on their majors. The result showed a higher use of compensation strategies for non-English majoring students in terms of English learning strategy while English major students showed a higher use of meta-cognitive strategies. Both results showed a statistically significant difference. This result indicates alternative plans are needed for English learning among Korean college students in terms of socio-economic efficiency of English education considering their characteristics and situations. Moreover, more segmented and customized English learning programs that consider one’s English level are necessary to overcome learners’ difficulties that are generated from individual differences, as well as to improve the educational effect. Above all, providing customized learning opportunities is needed, as one can better develop English ability in accordance with the needs of their majors and situations rather than just through accumulating linguistic knowledge.