This study examined differences in South Korean students’ motivation to learn English as a foreign (EFL) from elementary to high school, and investigated the impact of private education experience on their English learning. A questionnaire was administrated to 7,957 students in elementary through high school. This crosssectional survey results revealed that EFL students’ motivation to learn English presented different levels of medians depending on their school grades and levels; it showed lowering trends from the elementary to high school levels. However, during the same period, students’ perceptions of the importance of learning English was not in a downward trend. Students with private education experience tended to have a higher level of motivation than did those without private education experience, especially with respect to instrumental, intrinsic, and integrative motivations. Socioeducational factors in South Korea, such as excessive pressure from the College Scholastic Ability Test and hakbul orientation, are discussed.

1. INTRODUCTION
 2. LITERATURE REVIEW
  2.1. Previous L2-learning Motivation Research
  2.2. Large-scale Studies in L2 Learning Motivation Research
 3. METHOD
  3.1. Participants
  3.2. Data Collection
  3.3. Data Analyses
 4. FINDINGS
  4.1. Overall Characteristics in EFL Learning Motivation
  4.2. The Impact of Shadow Education on Motivation to Learn EFL
 5. DISCUSSION
 6. CONCLUSIONS
 REFERENCES

• Tae-Young Kim(Chung-Ang University)