The purpose of this study is to investigate the Korean high school students' use of learning strategies for English learning in digital language learning environment. Based on the investigation, this study analyzes the interrelations between their use of learning strategies and individual learner va...
The purpose of this study is to investigate the Korean high school students' use of learning strategies for English learning in digital language learning environment. Based on the investigation, this study analyzes the interrelations between their use of learning strategies and individual learner variables such as gender, proficiency level, English learning experience, and intimacy with digital learning devices. In addition, this study goes further to figure out the relationship between learning strategies and academic achievement.
The participants of the study were five hundred fifty seven students from all grades in a public high school located in Chungnam area. A questionnaire was developed to examine the use of digital English learning strategies based on Oxford's(1990) SILL and distributed in a pencil-and-paper form. Data collected from 557 participants were statistically analyzed, and the factor analysis shows that five types of new factors for classifying learning strategies are extracted, which is different from the six types in the precedent research.
The findings are as follows. First, the most frequently used strategy category was memory-cognitive strategies, and cognitive-compensatory strategies and metacognitive strategies were used in the order. Second, most learner variables included in this study, such as English learning experience, and intimacy with digital learning devices showed statistically significant relationships with digital learning strategy use, but the variables did not assure the learner’s tendency toward the use of learning strategies. Third, Learner’s academic achievement did not have a strong connection with their use of learning strategies.
From these findings, the study concludes that the understanding of learning process within a digital English learning context is really important and critical to help students become strategic learners and eventually to develop and build up students' digital literacy ability. The suggestions and implications for the further study are presented.The purpose of this study is to investigate the Korean high school students' use of learning strategies for English learning in digital language learning environment. Based on the investigation, this study analyzes the interrelations between their use of learning strategies and individual learner variables such as gender, proficiency level, English learning experience, and intimacy with digital learning devices. In addition, this study goes further to figure out the relationship between learning strategies and academic achievement.
The participants of the study were five hundred fifty seven students from all grades in a public high school located in Chungnam area. A questionnaire was developed to examine the use of digital English learning strategies based on Oxford's(1990) SILL and distributed in a pencil-and-paper form. Data collected from 557 participants were statistically analyzed, and the factor analysis shows that five types of new factors for classifying learning strategies are extracted, which is different from the six types in the precedent research.
The findings are as follows. First, the most frequently used strategy category was memory-cognitive strategies, and cognitive-compensatory strategies and metacognitive strategies were used in the order. Second, most learner variables included in this study, such as English learning experience, and intimacy with digital learning devices showed statistically significant relationships with digital learning strategy use, but the variables did not assure the learner’s tendency toward the use of learning strategies. Third, Learner’s academic achievement did not have a strong connection with their use of learning strategies.
From these findings, the study concludes that the understanding of learning process within a digital English learning context is really important and critical to help students become strategic learners and eventually to develop and build up students' digital literacy ability. The suggestions and implications for the further study are presented.
The purpose of this study is to investigate the Korean high school students' use of learning strategies for English learning in digital language learning environment. Based on the investigation, this study analyzes the interrelations between their use of learning strategies and individual learner variables such as gender, proficiency level, English learning experience, and intimacy with digital learning devices. In addition, this study goes further to figure out the relationship between learning strategies and academic achievement.
The participants of the study were five hundred fifty seven students from all grades in a public high school located in Chungnam area. A questionnaire was developed to examine the use of digital English learning strategies based on Oxford's(1990) SILL and distributed in a pencil-and-paper form. Data collected from 557 participants were statistically analyzed, and the factor analysis shows that five types of new factors for classifying learning strategies are extracted, which is different from the six types in the precedent research.
The findings are as follows. First, the most frequently used strategy category was memory-cognitive strategies, and cognitive-compensatory strategies and metacognitive strategies were used in the order. Second, most learner variables included in this study, such as English learning experience, and intimacy with digital learning devices showed statistically significant relationships with digital learning strategy use, but the variables did not assure the learner’s tendency toward the use of learning strategies. Third, Learner’s academic achievement did not have a strong connection with their use of learning strategies.
From these findings, the study concludes that the understanding of learning process within a digital English learning context is really important and critical to help students become strategic learners and eventually to develop and build up students' digital literacy ability. The suggestions and implications for the further study are presented.The purpose of this study is to investigate the Korean high school students' use of learning strategies for English learning in digital language learning environment. Based on the investigation, this study analyzes the interrelations between their use of learning strategies and individual learner variables such as gender, proficiency level, English learning experience, and intimacy with digital learning devices. In addition, this study goes further to figure out the relationship between learning strategies and academic achievement.
The participants of the study were five hundred fifty seven students from all grades in a public high school located in Chungnam area. A questionnaire was developed to examine the use of digital English learning strategies based on Oxford's(1990) SILL and distributed in a pencil-and-paper form. Data collected from 557 participants were statistically analyzed, and the factor analysis shows that five types of new factors for classifying learning strategies are extracted, which is different from the six types in the precedent research.
The findings are as follows. First, the most frequently used strategy category was memory-cognitive strategies, and cognitive-compensatory strategies and metacognitive strategies were used in the order. Second, most learner variables included in this study, such as English learning experience, and intimacy with digital learning devices showed statistically significant relationships with digital learning strategy use, but the variables did not assure the learner’s tendency toward the use of learning strategies. Third, Learner’s academic achievement did not have a strong connection with their use of learning strategies.
From these findings, the study concludes that the understanding of learning process within a digital English learning context is really important and critical to help students become strategic learners and eventually to develop and build up students' digital literacy ability. The suggestions and implications for the further study are presented.
주제어
#digital learning, learning strategies, digital English learning strategies
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