This paper investigates Korean EFL students’ learning (de)motivation factors according to the level of students’ English learning motivation. A total of 41 undergraduate students reflected on their past ten years of English learning experiences and submitted autobiographic essays with ‘motigraph,’ marking their annual changes of English learning motivation from 0 to 10. The data were analyzed with Grounded Theory. The findings revealed that the factors that increased or decreased English learning motivation were different according to students’ level of motivation. Students with low-level motivation were influenced by their teacher or parents, while those with high-level motivation were influenced by their past L2 learning experiences perceived positively by themselves. In both groups, the factors of emotional experiences caused by negative L2 learning experiences were the main reasons for demotivation. This paper emphasizes the importance of subjective appraisal in maintaining students’ L2 learning motivation and recovering from the state of demotivation.

The purpose of this research was to examine how Korean college students’ motivation toward English learning has been changed over time as they took technology-utilizing classes. In order to accomplish this, two research questions were proposed; First, how has the students’ motivation changed over the whole school year? Second, how has the students’ motivation changed in terms of their English proficiency levels? Sixty college students were required to take a simulated TOEIC test for their English proficiency levels, and to respond to the ARCS questionnaire developed by Keller (2008a, 2008b) to measure their motivation levels. An independent samples t-test was employed to compare the statistical means from the samples, specifically to find out the relation of students’ motivation and t he e ffect o f t echnology-utilizing c lasses. The r esults o f d ata analysis found out that the longer the treatment period of technology-utilizing instruction, the greater the effect on the learner’s motivation; second, the technology-utilizing instruction has a significant effect on the students’ motivation regardless of their proficiency levels, but it turns out to be more effective in improving the upper group students’ motivation toward learning. Based on these findings, practical implications for the implementing technology-utilizing instruction in the EFL classroom were suggested.

The purpose of this study is to analyze the mediating effects of mentoring functions in college students and motivation levels in virtual, web-based, constructivist English classes. It is also intended to analyze the effects of web-based interactions on constructivist learning. For this, a survey was conducted on 210 college students all of who participated in a ‘Media English’ class. Correlation analysis, simple regression analysis, and hierarchical multiple regression analysis were conducted to verify three research hypotheses. This statistical analyses showed the results that 1) the mentoring function turned out to influence interactions in the virtual constructivism learning framework; 2) the mentoring function turned out to influence learning motivation in the virtual web-based constructivism learning framework; 3) mentoring function as an independent variable in the virtual web-based constructivism learning turned out to influence learning motivation as a dependent variable of college students through the media of interaction as a parameter. Therefore, the results indicated that the mentoring function influenced learning motivation levels of college students through interaction in the virtual web-based constructivist English learning framework.

The purpose of this study is to examine the relationships among English learners’ motivation, strategies, and achievement. The participants were 61 Korean college students specializing in Aviaition Service and they took a mock TOEIC and completed a questionnaire on learning motivations and strategies. T-test and multiple regression analysis were used to determine the relationships among all variables. The findings revealed that, first, variables in integrative motivation were found to be a statistically significant predictor of achievement while variables in instrumental motivation’ was higher order motivation type. Second, participants used ‘compensation strategies’ most frequently and higher-achieving students used more strategies than their peers did. ‘Metacognitive strategies’ and ‘affective strategies’ had statistically significant impacts on their achievement. In conclusion, the relationships among learning motivation, strategies and achievement was found to be definite. Implications for more effective study habits are suggested.

This study aims to explore relationships between non-English majors’ instrumental motivation, interest, and their learning behaviors in a Korean EFL context. Two questionnaires of instrumental motivation and interest were administered to 113 freshmen who were enrolled in a language certificate program for non-English majors. Three of the respondents were invited to a semi-structured interview for in-depth understanding of their perceptions about the program and learning. Results of factor analysis showed the validity of the Promotional and Preventional Instrumentality and the Course and Task Interest as important factors. Pearson correlation and regression analysis were carried out on the data. Results showed that the instrumental motivations were positively correlated with the interest factors and learning behaviors. While instrumental motivations were predictors for learners’ intended effort, learners’ interest in course predicted their achievement test score. The findings suggest that characteristics of context and strong obligations of non-English majors might affect their motivation, interest, and learning behaviors. Limitations and implications of the study were also discussed.

The purpose of this study was to investigate patterns of English learning motivation that changed in high school students from their elementary to junior high and senior high schools from a retrospective perspective. It further examined factors affecting motivation, demotivation, and remotivation. Participants charted progressions and regressions of their English learning motivation. They then took part in semi-structured interviews. Results of the study revealed that the students had the highest motivation in their elementary school years. They showed gradual declines as learning time progressed, showing the lowest motivation in their high school years. Motivation factors included teaching methods, curiosity and interest in English classes, and incentives and praise for learning achievements, while textbooks, curriculum, learning failure experiences, and pressure on grades were demotivating factors. Improvements in test scores and English study skills, experiences of success in English learning, and awareness of the importance of learning English remotivated these students. Identified motivation, demotivation, and remotivation factors differed depending on students’ English proficiency.

The purpose of this research is to examine the relationships among English learners’ motivation, strategies and achievement, with a group of 51 Korean three-year college students. The students responded to the questionnaire of learning motivation and strategies. Also they took a mock TOEIC. Multiple regression analysis allowed for the analysis of learners’ motivation and strategies to predict a single dependent variable, their English achievement. The findings revealed that, first, ‘internal motivation’ was found the highest predictor of their English study, while ‘instrumental motivation-individual’ was the lowest motivation type for students. Second, participants used ‘social strategies’ most frequently in studying English, and they used the others in the order of ‘compensation strategies’, ‘affective strategies’, ‘cognitive strategies’, ‘memory strategies’ and ‘metacognitive strategies’. Last, the impact of learning motivation and strategies on the TOEIC scores was not statistically significant, but the relationship of learning motivation and strategies was found to be positive. Implications for the practical classroom and suggestions for further research are suggested.

In this research synthesis, a total of 313 studies on English learning motivation published in South Korea from 2000 to 2017 were reviewed. The data were categorized into four criteria: publication year, research method, participant, and research topic. First, the annual trend clearly demonstrated that the number of motivation research showed a steady growth. The dominant research method was quantitative (207 papers) over qualitative (40 papers) and mixed methods (48 papers). University students (157 papers) were major population in English learning motivation research followed by junior high (36 papers), elementary (30 papers), high school students (30 papers), research synthesis (17 papers), and kindergarten students (3 papers). Most research focused on identifying specific subcomponents of English learning motivation in a particular research context. The study suggests that future research needs to focus more on diverse student group such as home-schoolers. Also, the use of research synthesis needs to be encouraged in order to capture the complex nature of English learning motivation.

This study examined the characteristics of male high school English learners’ motivation and the relations between their motivation and achievement in English learning. A total of 334 Grade 10 students in a boys’ high school participated in this study by completing a questionnaire survey on second language (L2) learning motivation and taking an English achievement test. As a result of explanatory factor analysis, five factors were found as underlying constructs for male high school students’ English learning motivation: The Ought-to L2 Self, The Ideal L2 Self, The Feared L2 Self, Instrumentality, and Intrinsic Motivation. In terms of the structural relationships between the learners’ motivation and achievement in English learning, the ideal L2 self and intrinsic motivation exerted a direct impact on their motivated L2 behavior, and then English achievement mediated by the motivated L2 behavior. The other factors had an indirect influence on motivated L2 learning behavior, mediated by the ideal L2 self and intrinsic motivation. Based on the findings, we suggested motivational activities to realize the creation of the ideal L2 self among male high school English learners.

This case study investigated the changes of four Korean English major college students’ motivation and interest in TOEIC studying based on qualitative research method. Semi-structured interviews were conducted once a month for six months. Interest is a unique motivational variable with affective and cognitive domains together including interactions between persons and their objects wheres motivation is more broad, psychological and overlapping concept compared with interest. The results showed that the participants expressed the strong instrumental and extrinsic motivation for TOEIC studying while they confessed the intrinsic motivation for English learning. However, some participants had both extrinsic and intrinsic motivation on TOEIC studying as time went by. The participants’ strong perceptions on TOEIC in Korea were strongly related with situational interest in TOEIC or TOEIC studying. The participants’ interest in TOEIC studying was triggered as they improved the TOEIC score. However, one participant showed the expiration of interest in TOEIC studying right after achieving a high TOEIC score, but his interest in potential English studying was triggered.

This article reports on research into self-directed English leaning of Korean university students, focusing on their motivation and metacognition. In general, university students in Korea undertake independent learning to improve their English competence outside the classroom, rather than relying on English courses provided by their universities. Although much of their English learning is self-directed, little has been known about how they carry out their out-of-class English learning. To obtain a better understanding of their self-directed learning, this study, employing a qualitative approach, analyzed reflective journals written by 25 university students during one semester. From the analysis, students’ motivation and metacognition emerged as important themes involved in the students’ self-directed learning. The findings of this study suggest that student motivation continuously ebbs and flows as a result of its complex interrelationship with contextual factors. In addition, it was found that students’ metacognitive knowledge played a crucial role in directing their out-of-class learning as students adopted learning strategies based on their metacognitive knowledge, which was again formed and revised in the course of their learning process. Finally, this article presents suggestions for promoting students’ self-directed English learning.

This study explores whether there are any differences between the scores of amotivation, extrinsic motivation, and intrinsic motivation of a middle school group and a high school group. It examines the effects of two factors on the difference in the scores of each motivation subtype: whether students receive private education, and when students first start learning English. T-test results indicate higher scores for the middle school group in all the subtypes than for the high school group. Statistical significance was not obtained in support of the effect of private education. The group that started learning English in the third grade of elementary school showed a higher amotivation mean score than the group that started in the first or second grade. Also, amotivation was proven to be a viable variable to group subjects with in addition to extrinsic motivation and intrinsic motivation, supporting the motivation system proposed in Selfdetermination Theory. These results imply that teachers need to understand motivation as a dynamic construct and attempt to promote it through groupspecific approaches in English classrooms.

The main purpose of this study was to investigate the motivational factors of Korean middle and high school students in learning English. Additionally, the current study examined whether there were any differences between high school students and middle school students in therms of the motivational subtypes. 172 middle and high school students participated in this study. A confirmatory factor analysis (CFA) was conducted to address the research questions. For analysis, data was collected through a questionnaire adopted from the Language Learning Orientation Scale (LLOS) of Noels et al. (2003). The results indicated that the hypothesized model, which includes seven motivational sub-types of self- determination theory, was acceptable to measure Korean secondary students’ motivational factors, showing good fits in most fit indices. The seven dimensions of motivation that the current study explored were amotivation, external regulation, introjected regulation, identified regulation, intrinsic motivation-accomplishment, intrinsic motivationknowledge, and intrinsic motivation-stimulus. Also, the study found that the difference between the middle school group and the high school group was not significant in terms of their motivational orientation. A meaningful implication of this study was the scale’s possible use by secondary English teachers.