한국 고등학생의 디지털 영어 리터러시 역량과 정의적 태도의 관계 탐색 연구 = A Study on the Relationship Between Digital English Literacy Competency and Affective Attitudes of Korean High School Students

다국어 초록 (Multilingual Abstract)

This study explores the digital English literacy competency of Korean high school students and analyzes its impact on their affective attitudes. The study identifies and analyzes seven sub-factors of digital English literacy; affective attitudes, social interaction and collaboration, information evaluation and security awareness, ethical awareness, learning strat egy use, ICT utilization, and information search and application. An exploratory factor analysis (EFA) conducted on 341 students revealed seven factors, with 45 items demonstrating high internal consistency. Correlation and regression analyses were used to investigate the relationships between these sub-factors and students’ affective attitudes toward digital English learning. The results indicated that learning strategy use had the highest correlation. Regression analysis revealed that learning strategy use, ICT utilization, and information search and application significantly influenced affective attitudes. This study suggests that enhancing learning strategy use, ICT utilization, and information search and application can contribute to improving students' affective attitudes toward digital English learning. These findings emphasizes the importance of developing digital literacy competency to enhance the overall digital English learning experience.