EFL Learners’ Use of Self-Regulated Learning Strategies and Its Relationship with Grammar Achievement

• 발행기관: 한국영어어문교육학회
• 저자명: Woo-hyun Jung
• 간행물 정보: 『영어어문교육』제31권 제2호, 21~47쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

This study aims to explore the impact of individual variables (learners’ level of grammar knowledge, gender, and study time) on the use of self-regulated learning strategies in grammar learning and the relationship between self-regulated learning strategy use and grammar achievement. To this end, 131 EFL students completed a questionnaire and grammar achievement tests. Results showed that those students with more grammar knowledge made greater use of six types of strategies (meta-cognitive, cognitive, meta-affective, affective, meta-sociocultural-interactive, and sociocultural-interactive strategies) than those with less grammar knowledge. Exactly the same was true for learners’ time commitment to English study since the analysis revealed higher levels of strategy use by students who devoted more time studying English than by those who devoted less time. In regard to gender effects, female students had a greater sensitivity to five types of strategies except meta-affective strategies than their male counterparts. Worthy of particular note were the findings that key SRL strategies were positively correlated with their corresponding metastrategies and that the learners’ self-regulatory efforts were positively correlated with their grammar learning outcomes. On the basis of the results, the study provides helpful suggestions for the enhancement of the learners’ self-regulatory capacities in grammar learning.

목차

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. METHOD

Ⅳ. RESULTS

Ⅴ. CONCLUSIONS AND PEDAGOGICAL IMPLICATIONS

REFERENCES

키워드

self-regulation learning strategies grammar knowledge achievement