중학교 영어 학습자의 역량착각 현상과 교육적 시사점

Abstract

Objectives The purpose of the study is to examine the existence of the cognitively biased illusive competency effect by comparing the predicted scores with the actual scores of the English Language Learners in middle school; and to discuss teaching strategies to accommodate the illusive competency effect. Methods 204 students in coeducational middle schools in Gyeongsangbuk-do were randomly selected. The students were instructed to submit their expected scores before the two paper-based English exams. Following the two English exams, the students were divided into quartile groups based on their actual scores. It was discovered that each group’s absolute value difference between the predicted scores and actual scores obtained from the two exams confirms the Dunning-Kruger effect and the illusive competency effect on the actual performance. Results The first and second measurements showed that the ‘high’ quartile group underestimated their actual score while overestimation was observed from the ‘middle low’ and ‘low’ groups. This is a typical phenomenon that affirms the capacity illusion. In addition, the way the competency illusion affects the student’s actual scores has been shown differently in each group. The competency illusion had a negative effect on the actual scores of the ‘high’ and ‘middle high’ groups with advanced learning capability. As for the ‘middle low’ group, a moderate level of competency illusion(overconfidence) had a positive effect on the actual scores while an excessive level of competency illusion negatively affected the actual scores. Conclusions This study affirmed the illusion of competency in middle school English learners, suggesting the illusion of competency may involve other subjects other than English from a cognitive psychologic perspective. Based on the implication driven by the results, this study discussed the need to facilitate the learner’s correct understanding of their own learning capacity by establishing teaching strategies that minimise the illusion of competency among students.