Re-motivating Factors in L2 Learning: A Comparison of Intensive and Non-intensive English Program Learners
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The current study examined factors that encourage students to become re-motivated and continue to learn a language after facing a time of demotivation. For the study, a series of questionnaires were administered to two groups of Korean college students, those engaged in an intensive English course and those engaged in a non-intensive English course, to see what differences in re-motivation existed between the two. The questionnaires gathered information about the students’ backgrounds and their own senses of re-motivation, and it also included a stimulated recall essay to gather qualitative data. The outcomes revealed that there were significant differences between the two groups of participants in terms of their own inherent self-remotivating strategies. Two of the key findings were that teacher behavior and interaction between peers appeared to be the most important factors that influenced student re-motivation, especially for high- and low-level learners, and high- and mid-level learners respectively. Later in the study, the pedagogical implications are addressed as suggestions on how educators can apply these findings to their classrooms.
Abstract
The current study examined factors that encourage students to become re-motivated and continue to learn a language after facing a time of demotivation. For the study, a series of questionnaires were administered to two groups of Korean college students, those engaged in an intensive English course and those engaged in a non-intensive English course, to see what differences in re-motivation existed between the two. The questionnaires gathered information about the students’ backgrounds and their own senses of re-motivation, and it also included a stimulated recall essay to gather qualitative data. The outcomes revealed that there were significant differences between the two groups of participants in terms of their own inherent self-remotivating strategies. Two of the key findings were that teacher behavior and interaction between peers appeared to be the most important factors that influenced student re-motivation, especially for high- and low-level learners, and high- and mid-level learners respectively. Later in the study, the pedagogical implications are addressed as suggestions on how educators can apply these findings to their classrooms.
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