The relationship of self-leadership, English learning achievement and English interest based on gender and anxiety (셀프리더십과 영어학습 성취도, 흥미도의 관계 연구: 성별과 불안감을 중심으로)

Kim, Jooyun (김주연)

The relationship of self-leadership, English learning achievement and English interest based on gender and anxiety

Modern English Education
Abbr : MEESO
2014, 15(2), pp.201~224
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching

Kim, Jooyun ¹

¹세계사이버대학교

Accredited

ABSTRACT

This study searched for the relationship and its influence of affective factor onself-leadership in English learning. To find out any meaningful variables ofself-leadership, the researcher analyzed other factors of learning achievement andlearning interest, gender, and anxiety. A total of 280 college students in the Englishconversation and academic English classes participated in the survey. Thequestionnaires used in the research consisted of five parts: students’ backgroundinformation, self-leadership, language anxiety, interest, and English learningachievement. Convenience sampling was used as the sampling method and the research was analyzed using T-test, Correlation and ANOVA. The findings of this study were as follows: (1) higher self-leadership showed higher achievement. (2) There was a correlation between interest and achievement in English learning. (3) Genderdifference was not statistically significant with self-leadership and achievement. (4)Language anxiety did not show any statistically significant relationship toself-leadership and achievement. Based on the findings, the present study offerseffective teacher education and the coaching program in EFL classroom.

KEYWORDS

self-leadership, English anxiety, learning achievement

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