초록 열기/닫기 버튼
The purpose of this study is to examine high school students' digital English learning strategies and analyze the interrelations between their use of digital English learning strategies and individual learner variables such as gender, grade, exposure and experience of digital devices, and English learning experience. The participants of the current study were five hundred fifty-seven students selected from one public high school located in Chungnam area. A questionnaire was developed to investigate the use of digital English learning strategies based on Oxford’s (1990) SILL and Bae and Kim’s (2018a) instruments. Data collected from 557 participants were statistically analyzed, and the results are as follows. As a result of analyzing the differences in the use of digital English learning strategies in grade and gender among individual learners' variables, in all strategy types, girls showed statistically higher use of strategies than boys at lower grades. Additionally, it is shown that the frequency of use of digital devices and the use of digital English learning strategies are not necessarily in direct proportion. Finally, all of the general English learning periods had a statistically significant effect on the use of digital English learning strategies of high school students. In general, it was found that learners with a longer period of English learning use digital English learning strategies more actively. The suggestions and implications for the further study are presented. (225 words)
키워드열기/닫기 버튼
digital English learning environment, digital learning strategy, learner variables
