초록
영어
The current study explores the relationship between self-regulated learning strategies and English proficiency in L2 settings, focusing on Korean college students. 170 participants were assigned to low-, medium-, and high-proficiency groups based on their English performance. In the study, a background questionnaire, a questionnaire for self-regulated learning strategies, and a TOEIC subtest was employed. The findings revealed that there were significant differences among groups on the motivation and learning strategy scales. The learners in the high-proficiency group were aware of the importance of intrinsic goal and metacognitive self-regulation strategies while both the intermediate and advanced learners indicated significantly larger outcomes than lower proficiency learners in terms of task-value, self-efficacy for learning performance, rehearsal, elaboration, critical thinking, and peer evaluation. Pedagogical implications for L2 acquisition have been suggested based on the results.
목차
I. Introduction
II. Literature Review
2.1 Definition of self-regulation in the learning process
2.2 The factors of self-regulated learning in empirical studies
III. Methods
3.1 Participants
3.2 Instruments
3.3 Procedure and data analysis
IV. Results and discussion
4.1 Motivational factors in self-regulated learning
4.2 Learning strategy factors in self-regulated learning
V. Conclusions
Works Cited
Appendix