학습자의 정의적 요인이 영어능력에 미치는 영향: 동기조절과 학습불안을 중심으로

Abstract

This study aims to examine whether English proficiency is affected by learning motivation, motivational regulation, and learning anxiety. Learner’s proficiency levels as the dependent variable were identified by standardized test scores and the total of 610 college students participated in this study. Data for other variables as independent variables were collected through the survey. The results revealed that the level of integrated motivation showed positive relation with English proficiency. Motivational regulation and learning anxiety also showed positive and meaningful relation with English proficiency. In addition, motivational regulation was high in the high-proficiency group and learning anxiety was also high in the same group. The level of integrated and instrumental motivation did not show any differences depending on the learners' proficiency level. Based on the research results, to enhance learning outcomes, instructors need to promote learner's experience of small success and compliment and actively encourage their motivational regulation. Maintaining an appropriate level of learning anxiety can also facilitate positive energy for learning.