대학영어수업에서 교수-학생의 상호작용이 학업만족도에 미치는 영향

Abstract

Objectives This study aimed to investigate the structural relationships among instructor-student interaction, self-directed English learning ability, task value influencing learning satisfaction and to analyze the mediating effects among them in online college English class.
 Methods To achieve this goal, the structural equation modeling was conducted and the mediating effect was verified by using bootstrapping method based on the web-survey questionnaire data of 203 members of online English class.
 Results The results were as follows: the structural relationship among the variables was established except learning satisfaction. Second, self-directed English learning ability and task value had a direct effect on learning satisfaction. Third, instructor-student interaction had an indirect effect on learning satisfaction through learners' self-directed learning ability and task value respectively.
 Conclusions The result suggests that instructor-student interaction, self-directed English learning ability, task value should be improved to increase L2 learners' learning satisfaction in the online English class environment.