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블렌디드 러닝 유형에 따른 고등학생의영어 학습 동기와 전략 사용의 차이
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Publication Year
2024-08
Journal
중등영어교육
Publisher
한국중등영어교육학회
Citation
중등영어교육, Vol.17 No.4, pp.43-74
Keyword
Blended LearningModalitiesSelf-RegulationMotivationLearning StrategiesEnglish Achievement블렌디드 러닝 유형자기조절동기학습 전략영어 학업성취도
Abstract
The study investigates the effects of face-to-face and real-time online blended learning on high school students’ motivational goal orientation and strategy use in learning English. It also pursues how students’ motivation and strategy use differ depending on gender and academic achievement in English. A total of 82 first-year high school students alternated between face-to-face and virtual online classes over four weeks and completed surveys based on the Motivated Strategies for Learning Questionnaire. Results showed no statistically significant differences in intrinsic and extrinsic motivation between the two learning environments. However, female students, in both settings, exhibited higher levels of extrinsic goal orientation than their male counterparts. Additionally, students with higher academic performance displayed stronger motivation than their peers across both modalities. Significant differences were observed in students’ use of demonstration, elaboration, organization, critical thinking, and self-regulation strategies, with greater strategy utilization in online classes. On the other hand, variations due to gender and academic achievement were more pronounced in face-to-face classes. Regression analyses revealed that intrinsic motivation was the most powerful predictor of higher academic achievement in face-to-face classes, while self-regulation strategy emerged as the most critical factor for achievement across both contexts, highlighting the importance of self-management and control in blended learning.
ISSN
1976-8222
Language
Kor
URI
https://aurora.ajou.ac.kr/handle/2018.oak/36042
Type
Article
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Kim, Hyeon-Okh Image
Kim, Hyeon-Okh김현옥
Department of English Language and Literature
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