Abstract-The purpose of this study was to examine the level of self-esteem, motivation, and anxiety of university English learners and their differences according to gender, year, English proficiency level, and KSAT level. This study further aimed to determine the correlation between self-esteem, motivation, and anxiety of the learners. The respondents of this study were 255 randomly selected college students enrolled in English classes from a local university. A survey questionnaire consisting of 43 items was administered to the students. The Mean was used to determine the level of students' self-esteem, motivation, and anxiety, followed by t-test, ANOVA, and Pearson's r analysis. The results showed that the students at the current school had a moderate level of self-esteem, motivation, and anxiety. Significant differences were found in the students' level of self-esteem, motivation, and anxiety when they were grouped according to gender and English proficiency level. The males had higher level of self-esteem and motivation and lower level of anxiety when compared with the females. No significant difference existed when the students were grouped according to year. There was a positive correlation between self-esteem and motivation, with high levels of self-esteem associated with high levels of motivation. On the other hand, there was a strong, negative correlation between self-esteem and anxiety with high levels of self-esteem associated with low levels of anxiety. Furthermore, there was a moderate, negative correlation between motivation and anxiety, with high levels of motivation associated with low levels of anxiety.
Abstract-The purpose of this study is to determine students' perception of the advantages, effects on language skills, suggestions for improvement, and limitations regarding the use of a VLE (Blackboard) and their differences according to gender, year, number of Blackboard courses taken, and computer literacy. The respondents of this study were 686 randomly selected university students enrolled in English classes at the University of Suwon in South Korea. An adapted survey questionnaire consisting of 33 items was administered to the students. The Mean was used to determine the students' perceptions in the four areas followed by t-test and ANOVA to determine the differences in the students' perceptions. The results showed that the students had a somewhat disagree rating in the areas of Advantages, Language, and Limitations and somewhat agree rating in the area of Suggestions. Significant differences were found in the students' perceptions in the four areas when grouped according to gender and computer literacy; a significant difference was found in the area of Limitations when grouped according to year; and no significant differences were found according to number of Blackboard courses taken.
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