The study aims to find out the demotivating and remotivating factors in the college students’ past English learning experiences and to explore the effective English class for low level students based on the research results. The 125 students participated in a reflective student questionnaire, and the students’ responses are analyzed through descriptive statistics. According to the results, most students’ lowest motivation period was high school years and the highest motivation time was college years followed by elementary years. The major demotivators and remotivators were identified according to four categories: external, internal, learning situation (classroom / outside classroom), and learner. The research findings show that in demotivation process, external factors influenced more than internal factors, and learning situation factors affected more than learner factors. In contrast, in remotivation process, internal factors more affected than external factors and students’ desire to be good at English and their awareness of the usefulness of English mostly affected their remotivation. However, it is revealed that classroom factors are the most important factors in motivating the students among learner, classroom, outside classroom factors. Based on identified demotivating and remotivating factors, the researcher suggested the appropriate English class for lower level college students.

Ⅰ. INTRODUCTION
    Ⅱ. LITERATURE REVIEW
    Ⅲ. RESEARCH METHOD
    Ⅳ. RESEARCH RESULTS
    Ⅵ. DISCUSSION AND CONCLUSION
    REFERENCES
    APPENDIX

• Sook Kyung Jung(Daejeon University)