English Academic Achievement in South Korea: Longitudinal and Structural Analysis

• In Event: 53.082 - Poster Session 10
  In Poster Session: 53.082-2 - Poster Session 4: Cognitive and Motivational Processes

Abstract

This study aimed to 1) examine changes over time for four critical factors in middle school English education, that is, students’ perception of teachers’ teaching skills, English self-efficacy, use of learning strategies, and English academic achievement, and 2) investigate structural relationships between them. Latent growth curve modeling analysis and structural equation modeling were used to analyze a large-scale, longitudinal panel data on 4,051 middle school students in South Korea. The results indicated that students’ perception on teachers’ teaching skills significantly affected English self-efficacy. Also, English self-efficacy and learning strategy use significantly affected English academic achievement. Details of the statistical analysis results on growth trajectories and structural models as well as discussions will be presented at the conference.

Authors

• Young Ju Joo, Ewha Womans University

• Kyu Yon Lim, Ewha Womans University

• Eugene Lim, Ewha Womans Unviersity