The purpose of this study is to examine the relationships among English learners’ motivation, strategies, and achievement. The participants were 61 Korean college students specializing in Aviaition Service and they took a mock TOEIC and completed a questionnaire on learning motivations and strategies. T-test and multiple regression analysis were used to determine the relationships among all variables. The findings revealed that, first, variables in integrative motivation were found to be a statistically significant predictor of achievement while variables in instrumental motivation’ was higher order motivation type. Second, participants used ‘compensation strategies’ most frequently and higher-achieving students used more strategies than their peers did. ‘Metacognitive strategies’ and ‘affective strategies’ had statistically significant impacts on their achievement. In conclusion, the relationships among learning motivation, strategies and achievement was found to be definite. Implications for more effective study habits are suggested.

The purpose of this research is to examine the relationships among English learners’ motivation, strategies and achievement, with a group of 51 Korean three-year college students. The students responded to the questionnaire of learning motivation and strategies. Also they took a mock TOEIC. Multiple regression analysis allowed for the analysis of learners’ motivation and strategies to predict a single dependent variable, their English achievement. The findings revealed that, first, ‘internal motivation’ was found the highest predictor of their English study, while ‘instrumental motivation-individual’ was the lowest motivation type for students. Second, participants used ‘social strategies’ most frequently in studying English, and they used the others in the order of ‘compensation strategies’, ‘affective strategies’, ‘cognitive strategies’, ‘memory strategies’ and ‘metacognitive strategies’. Last, the impact of learning motivation and strategies on the TOEIC scores was not statistically significant, but the relationship of learning motivation and strategies was found to be positive. Implications for the practical classroom and suggestions for further research are suggested.

This paper on language learner strategies utilizes a little used quantitative, datamining technique called cluster analysis to investigate characteristics of groups of South Korean learners of English. After 71 students in three first-year university liberal arts English conversation courses completed the Strategy Inventory for Language Learning (SILL), and the number of learning strategies was reduced from 50 to 26 based on standard deviation (SD) results, the non-hierarchical (K-means) 3-cluster procedure was applied to the self-reported data. Following statistical analysis, each of the three cluster groups could be profiled according to achievement scores. At this point, six items emerged as particularly meaningful with regard to the latter, including direct strategies (a memory one and a cognitive one) and indirect strategies (two affective and two metacognitive). These strategies and their significance with reference to the local context as well as results previously reported in the literature are discussed. Finally, limitations of the study and implications for future research using cluster analysis are reported.

The purpose of this study was two-fold: to evaluate the effectiveness of an English program under a practical curriculum for English majors in college and to investigate the relationships among students' perceptions of the program, language learning styles and strategies, perceived and actual improvement in English, and their satisfaction with the program. To this end, the study followed the changes in college students' perceptions of the program and their learning of English for four semesters from their freshman to sophomore years. Questionnaires were administered four times to measure and trace the students' perceived utility of the program, affective attitude, use of language learning styles and strategies, perceived and actual improvement in English, and satisfaction with the program. The results showed a statistically significant increase every semester in actual improvement in the students' TOEIC scores. Compared to their high expectations for improvement, the students' perceived improvement was shown to be the lowest at the end of the first semester, after which it got slowly higher each semester during the 2-year period. However, their overall satisfaction with the program got lower each semester. Native speaker instructors and interactive activities in class were found to positively affect the students' perceptions of program utility and affective attitude, which, in turn, significantly affect the students' use of language learning styles and strategies.

본 연구는 모의TOEIC 듣기성적과 성별에 따라 영어듣기학습자가 듣기학습에서 사용한 듣기전략의 차이점과 영어듣기학습에서 사용한 듣기전략과 성별이 모의TOEIC 듣기성적에 어떻게 영향을 미치는가를 알아보기 위한 것이다. 이를 위하여 연구 설문을 Oxford(1990)의 듣기학습전략 중, 모의TOEIC 듣기전략에 알맞은 45개의 항목으로 구성하였다. 모의TOEIC을 치른 강원도 원주 소재 대학교의 남녀 대학생학습자 107명을 대상으로 설문을 실시하였다. SPSS 23 프로그램을 이용 하여 신뢰도, 빈도분석, 평균비교, 상관관계, 회귀분석을 실시하였다. 연구의 주요결과는 다음과 같다. 첫째, 모의TOEIC 듣기성적 Level Ⅱ집단이 Level Ⅰ집단보다 기억전략, 인지전략, 상위인지전략, 보상전략, 정의적 전략을 더 많이 사용하였고, 집단 간 통계적으로 유의미한 차이가 나타났다. 둘째, 남자대학생학습자가 여자대학생학습자보다 정의적 전략을 제외한 기억전략, 인지전략, 상위 인지전략, 보상전략 등을 많이 사용하였다. 그러나 보상전략을 제외한 나머지 전략들에서는 통계 적으로 성별에 따른 유의미한 차이가 나타나지 않았다. 셋째, 성별은 모의TOEIC 듣기성적과 상관 관계를 가지지 못하였다. 넷째, 영어듣기학습에서의 듣기전략의 사용은 모의TOEIC 듣기성적과 상관관계를 가지고, 특히 인지전략과 보상전략의 사용은 모의TOEIC 듣기성적에 많은 영향을 미쳤다.