초록
영어
This study investigated the relationship between self-regulated learning ability and English learning performance after categorizing self-regulated learning ability into four components (i.e. motivation, goal setting, action control and strategy). 124 undergraduate students participated in the study and filled out four instruments designed to measure each component of the participants' self-regulated learning ability. The participants also submitted a score of either an official TOEIC test or a mock TOEIC test, which was considered as the participants' English proficiency level. Independent sample t-tests and multiple regression analyses were performed. This study revealed that there was no statistically signifiant difference in the use of the components of self-regulated learning ability between a lower-level English proficiency group and an upper-level English proficiency group. However, classifying motivation and strategy components into sub-groups, this study revealed that the two different proficiency groups differed significantly in the use of memory-related strategy and intrinsic motivation. In addition, this study showed among the components of self-regulated learning ability, intrinsic motivation, extrinsic motivation, meta-cognitive strategy, and cognitive strategy were significant predictors in explaining the participants' English performance. Further research directions were discussed.
목차
1. Introduction
2. Review of Relevant Literature
2.1. Structure of the Self - Regulated Learning Ability
2.2. Previous Studies in Self -Regulated Learning Ability
3. Research Method
3.1. Research Design
3.2. Participants
3.3. Materials
3.4. Data Collection and Analysis
4. Results
5. Discussion and Conclusion
References