This study examined levels in self-directed learning (SDL) and learning engagement among 158 students at a college in Incheon, based on gender, video lecture usage, and English achievement level, using data collected through a Google survey. Pearson correlation coefficients and independent samples t-tests were conducted to investigate the relationships between variables and group differences. Female students scored significantly higher than male students in all subcomponents of SDL while no significant gender differences were found in learning engagement. Significant differences were observed in English achievement, learning action, cognitive engagement, and behavioral engagement between students who used video lectures and those who did not, suggesting that a weak blended learning environment can positively influence learning motivation. Although there was a clear performance gap between the high and low achievement groups, no statistically significant differences emerged in any subcomponent of SDL or learning engagement. Notably, approximately 70% of female students in the blended learning environment voluntarily utilized video lectures for various purposes such as previewing, reviewing, and clarifying contents, demonstrating active SDL. Qualitative interview data further supported these findings, providing concrete examples of SDL and learning engagement in practice.

I. 서론
II. 이론적 배경
    1. 자기주도 학습(Self-Directed Learning, SDL)
    2. 학습몰입(Learning Engagement)
    3. 블렌디드 러닝
III. 연구 내용 및 방법
    1. 연구 배경과 참여자
    2. 연구 과정
IV. 연구 결과 및 논의
    1. 성별, 동영상강의 사용별, 성취도 그룹별 자기주도학습과 학습몰입의 차이
    2. 영어수업과 동영상강의를 보조적으로 활용하는 것에 관한 의견
V. 결론 및 제언
참고문헌

• 김정현(인하공업전문대학) | Kim Junghyun