영어집중 프로그램에 참여한 대학생들의 자율성과 토익 성취도의 관계 분석

Abstract

This study aims to investigate whether Korean college students’ autonomy would relate to their TOEIC scores. Sixty-seven participants in the three-week TOEIC intensive program were divided into two groups according to their English proficiency and TOEIC score improvement. For data collection, a questionnaire survey, in-depth interviews, and TOEIC scores were used. Based on the data analysis, it was found that 1) the upper group in English proficiency showed higher learning responsibility by directly finding the meaning of words they did not know and higher confidence in improving their listening skills, 2) the lower group in TOEIC score improvement was more inclined to know grammar that they did not know whereas the upper group was more confident in reading, vocabulary, and study habits, and 3) the majority of participants in the lower group in English proficiency responded that they did not know how to study TOEIC, and the lower group in TOEIC score improvement expressed a lack of confidence in improving TOEIC listening skills. Practical implications for fostering autonomy in the TOEIC intensive program were suggested.