온라인 영어 수업에서 학습 동기와 의사소통의지: 구조방정식 모형 (English Learning Motivation and Willingness to Communicate in Online Instruction: Structural Equation Modeling)

서지정보

· 발행기관 : 글로벌영어교육학회
· 수록지 정보 : Studies in English Education / 25권 / 4호 / 653 ~ 674페이지
· 저자명 : 김경자

초록

Due to the spread of COVID-19, colleges have quickly adopted online learning.
The purpose of the study was to examine the causal relationship among factors influencing L2 learning motivation and willingness to communicate (WTC) of Korean EFL college freshmen in online classes. The relative contributions of the factors to L2 motivation and WTC were analyzed by the structural equation modeling. The results showed that students’ ought-to L2 self was the strongest direct predictor of their motivated behavior and followed by the effectiveness of technological mode (synchronous vs. asynchronous) of the online classes. On the other hand, in the L2 WTC structural model, it was found that perceived L2 competence and communication anxiety had a direct path with students’ WTC. Therefore, these two factors that directly affected WTC have proven to be the same in face-to-face and online classes, while the students’ feeling of alienation was indirectly related to their WTC through a mediating role of communication anxiety. Based on the research findings, pedagogical implications in relation to teaching EFL in the post-COVID-19 era are suggested.

영어초록

Due to the spread of COVID-19, colleges have quickly adopted online learning.
The purpose of the study was to examine the causal relationship among factors influencing L2 learning motivation and willingness to communicate (WTC) of Korean EFL college freshmen in online classes. The relative contributions of the factors to L2 motivation and WTC were analyzed by the structural equation modeling. The results showed that students’ ought-to L2 self was the strongest direct predictor of their motivated behavior and followed by the effectiveness of technological mode (synchronous vs. asynchronous) of the online classes. On the other hand, in the L2 WTC structural model, it was found that perceived L2 competence and communication anxiety had a direct path with students’ WTC. Therefore, these two factors that directly affected WTC have proven to be the same in face-to-face and online classes, while the students’ feeling of alienation was indirectly related to their WTC through a mediating role of communication anxiety. Based on the research findings, pedagogical implications in relation to teaching EFL in the post-COVID-19 era are suggested.

참고자료

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