The Relationships among L2 Motivational Self System, Self-Regulatory Capacity, and Classroom Learning Behavior

서지정보

· 발행기관 : 한국외국어대학교 외국어교육연구소
· 수록지 정보 : 외국어교육연구 / 29권 / 3호 / 31 ~ 52페이지
· 저자명 : 장연이

초록

Despite the important role of motivation in influencing self-regulated learning, the relationship between motivation and self-regulation has been neglected in L2 learning research. With attempt to fill this research gap, the present study aims to examine how L2 motivation is related to self-regulatory capacity and how these two individual difference constructs are associated with the actual classroom learning behavior. Fifty-eight Korean undergraduate students with a low level English proficiency completed a) a motivation and self-regulatory capacity questionnaire measuring three components of learners’ L2 motivational self system and five facets of their self-regulatory capacity, and b) a self-evaluation sheet assessing their classroom learning behavior in terms of alertness, participation, and volunteering. The results of correlation analyses showed that although all three motivational variables were significantly related to self-regulatory capacity, the L2 learning experience had the closest association with all five facets of selfregulation. The L2 learning experience was also found to have a significant correlation with all three measures of classroom learning behavior. Regarding the relationship between self-regulation and learning behavior, the results revealed that all five facets of selfregulatory capacity strongly correlated with all three behavioral outcomes. The study underlined the potential roles of English learning experience in influencing self-regulation and actual classroom learning involvement.

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