This qualitative study examines amotivation in South Korean EFL students through the lens of activity theory. Using semi-structured interviews, data were collected from six elementary and secondary school students, aged 10 to 16 years (Grades 4 to 10), to explore key psychological constructs, including the ideal L2 self, the ought-to L2 self, the perceived meaning of English learning, parental expectations, and social pressures. The findings reveal that motivation in L2 learning is contextually constructed and often shaped retrospectively rather than serving as a precursor to proficiency. Notably, some students with minimal motivation still achieved high levels of English proficiency, suggesting that motivation is not necessarily an antecedent of L2 success but rather an outcome shaped by broader socioeducational forces. This challenges conventional models that assume a direct causal link between motivation and achievement. The study underscores the importance of contextual and sociohistorical influences in shaping L2 motivation and calls for a reevaluation of the rigid dichotomy between motivated and amotivated learners in competitive educational settings.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. The L2 Self, Activity Theory, and L2 Motivation Research
    2.2. Dynamics Across Activity Theory, the L2 Motivational Self-System, andAmotivation
3. METHODOLOGY
    3.1. Participants
    3.2. Data Collection Method
    3.3. Analysis Procedure
4. RESULTS
    4.1. The Role of the Ideal L2 Self in Shaping English Proficiency:Contrasting Cases
    4.2. Challenging the L2 Motivational Self-System: High Proficiency WithoutMotivation
5. DISCUSSION
    5.1. Re(de)fining Amotivation from an Activity Theory Perspective
    5.2. Sociohistorical Accounts of High Achievers’ Amotivation
6. SUMMARY AND IMPLICATIONS
REFERENCES
APPENDIX

• Tae-Young Kim(Professor, Department of English Education, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul 06974, Korea)