초록

The purpose of this study was to examine enhancement of English reading motivation as university students utilized self-reflective journals and web-based learning in an EFL classroom. 20 university students who took a reading course as the required course during their freshmen year participated in this study. The data were collected through the course of an academic semester. In order to gain an in-depth understanding of participants’ reading motivation, the interview and self-reflective journals were analyzed by using an open-coding and content analysis. The results showed that the students increased their intrinsic motivation in reading facilitated by interest and curiosity of reading through self-reflective journals as well as web-based learning. And the students’ self-reflective journals positively affected their self-directed learning which provided the students an opportunity to be student-centered and take responsibility for their own learning that enhanced students' motivation. Through writing self-reflective journals, the students became aware of their learning process, as well. Self-reflective journals enabled the students to utilize language strategies, especially a meta-cognitive strategy. Finally, the study suggested some considerations for future research on how to utilize a reflective journal effectively in order to increase students' reading motivation.

키워드

reflective journal, reading motivation, web-based learning, self-directed learning, language strategies

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