영어 정체성과 영어 말하기 성과 간의 관계: 동기와 투자의 상호작용을 중심으로 (The relationship between English identity and English-speaking performance: Focusing on the interaction of motivation and investment)

서지정보

· 발행기관 : 팬코리아영어교육학회
· 수록지 정보 : 영어교육연구 / 37권 / 1호 / 195 ~ 220페이지
· 저자명 : 이향미, 이현정

초록

This study examined the relationship among Korean EFL learners' English identity, learning motivation, and investment, as well as how these factors influenced English-speaking performance. It focused on how English identity interacts with learning motivation and investment, influencing learners' linguistic outcomes. A total of 49 Korean male college students participated in the study and were categorized into high- and low-English identity groups based on survey results. Data were collected pre- and post-intervention through identity, motivation, and investment surveys, as well as English-speaking evaluations conducted by native speakers. Statistical analyses, including t-tests and moderated regression, were used to examine the relationships among variables. The results showed that learners with a stronger English identity demonstrated higher motivation and investment, leading to significantly improved English-speaking performance. The interaction between motivation and investment emerged as a critical factor in enhancing speaking proficiency, with these effects becoming even stronger after the intervention. These findings underscore the importance of an integrated approach to identity, motivation, and investment in maximizing language learning outcomes. This study highlights the need for educational strategies based on learners’ English identity, suggesting practical implications such as learner-centered motivation enhancement, identity-focused learning environments, and multicultural experiential programs.

영어초록

This study examined the relationship among Korean EFL learners' English identity, learning motivation, and investment, as well as how these factors influenced English-speaking performance. It focused on how English identity interacts with learning motivation and investment, influencing learners' linguistic outcomes. A total of 49 Korean male college students participated in the study and were categorized into high- and low-English identity groups based on survey results. Data were collected pre- and post-intervention through identity, motivation, and investment surveys, as well as English-speaking evaluations conducted by native speakers. Statistical analyses, including t-tests and moderated regression, were used to examine the relationships among variables. The results showed that learners with a stronger English identity demonstrated higher motivation and investment, leading to significantly improved English-speaking performance. The interaction between motivation and investment emerged as a critical factor in enhancing speaking proficiency, with these effects becoming even stronger after the intervention. These findings underscore the importance of an integrated approach to identity, motivation, and investment in maximizing language learning outcomes. This study highlights the need for educational strategies based on learners’ English identity, suggesting practical implications such as learner-centered motivation enhancement, identity-focused learning environments, and multicultural experiential programs.

참고자료

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