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.

This paper examines how learning orientation and self-efficacy contributed to explaining innovation behaviors. In order to verify the relationships and mediating effect, data were collected from 368 individuals in employees working in small and medium-sized firms at Gyeongnam region to test theoretical model and its hypotheses. All data collected from the survey were analyzed using with SPSS 18.0. This study reports findings as follows: first, the relationship between the learning orientation and the employee's self-efficacy is positively related. Second, there was also a positive correlation between the employee's self-efficacy and the innovation behaviors. Third, the relationship between the learning orientation and the innovation behaviors is positively related. Finally, the employee's self-efficacy played as a partial mediator on the relationship between learning orientation and innovation behaviors. Based on these findings, the implications and the limitations of the study were presented including some directions for future studies.

The purpose of this study was examined the difference of learning behavior between learners taught by the educational practice teacher and learners taught by the experienced teacher as well as the teaching behavior of both the educational practice teacher