Relationship among Motivation, Social Factors and Achievement in On-offline Blended English Writing Class

• 발행기관: 한국영어어문교육학회
• 저자명: Jeong-Yeon Kim
• 간행물 정보: 『영어어문교육』영어어문교육 제17권 제4호, 97~121쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.12.30

영문 초록

This study aims to examine how motivational constructs are interrelated with social, context-specific factors and, as a result, contribute to L2 writing achievement within the framework of self-determination theory. The data consisted of 67 Korean college students’ questionnaire responses, final scores in an on-offline blended writing course, and qualitative interviews with 5 students. In the descriptive and the correlation analyses, the participants’ extrinsic motivation was found higher than intrinsic motivation, with low amotivation. Among social factors, immersion environment, foreign instructor, and peer comparison marked high scores, whereas Korean instructor and online material gained low scores. Those contextual factors were interrelated with each other, such that the immersion factor correlated significantly with Korean instructor and peer comparison. Extrinsic and intrinsic motivational subscales engendered strong correlations with the high-scored social factors, i.e., immersion, foreign instructor, and peer comparison, which were also closely interrelated with L2 writing achievement. The findings illuminate intricate workings of motivation in its effects on L2 achievement and corroborate the roles of contextual factors. The effect of motivational subscales on achievement may be valid through interplay with some social factors. The dynamics of motivation is discussed for pedagogical applications.

목차

Ⅰ. INTRODUCTION

Ⅱ. METHOD

Ⅲ. RESULTS AND DISCUSSION

Ⅳ. CONCLUSION

REFERENCES

APPENDIX : Questionnaires

키워드

Blended learning foreign instructor immersion L2 writing achievement motivation social context