Developing an Online Korean Speaking Instructional Model through the Analysis of Emotional Factors Affecting Willingness to Communicate

• 영문명: 通过分析影响交际意愿的情绪因素提出韩国语在线口语教育方案
• 발행기관: ACADEMIC FRONTIERS PUBLISHING GROUP(AFP)
• 저자명: LIN Chencen
• 간행물 정보: 『Journal of Sinological Studies(JSS)』Vol.2 No.9, 32~43쪽, 전체 12쪽
• 주제분류: 인문학 > 역사학
• 파일형태: PDF
• 발행일자: 2025.09.30

국문 초록

This study investigates the emotional factors influencing Chinese Korean language learners' willingness to communicate (WTC) in online speaking classes and proposes targeted teaching strategies. Against the backdrop of increasing online education, the research identifies six key emotional variables: communication anxiety, self-efficacy, learning motivation, self-regulated learning ability, online learning interest, and online participation cognition. Using a mixed-methods approach combining surveys (n=276) and interviews, findings show that self-efficacy, motivation, self-regulated learning, and online participation positively affect WTC, while communication anxiety hinders it. Based on these findings, the study recommends designing online Korean speaking lessons that emphasize small-group interaction and motivational enhancement to foster learner engagement and reduce anxiety.

영문 초록

本研究旨在探讨影响中国韩语学习者在线课堂中交际意愿的情绪因素，并据此提出提升口语能力的教学方案。研究背景强调交际意愿是第二语言学习的核心，尤其在网络教育日益普及的背景下尤为重要。研究采用混合方法，结合问卷调查与深度访谈，分析交流焦虑、自我效能感、学习动机、自我调节学习能力、在线学习兴趣及在线参与认知等六大因素对交际意愿的影响。结果发现，自我效能感、学习动机、自我调节学习能力与在线参与认知对交际意愿有显著正向作用，交流焦虑则产生负面影响。研究最后提出以小组活动和提升学习动机为核心的在线口语教学建议，以提升学习者的交流积极性与参与度。

목차

1 引言

2 文献综述

3 材料和方法

4 结果

5 讨论

参考文献

키워드

Willingness to Communicate Self-efficacy Learning Motivation Self-regulated Learning Online Speaking Education 交际意愿 自我效能感 学习动机 自我调节学习 在线口语教育