The Analysis of Demotivators and Remotivators for Korean L2 English Learners
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This study examined the demotivating and remotivating factors in L2 college students’ English learning process both quantitatively and qualitatively. For the current study, a questionnaire which consisted of four sections was administered: questions on background information, questions on demotivation, questions on remotivation, and a stimulated recall essay. The results revealed that teaching method among the external factors was the most primary source in L2 demotivation. As for the internal factors, decreased self-confidence made learners demotivated in learning English. In terms of the remotivating factors, the value of English among the internal factors and raised English test scores among the external factors had been found to play key roles in helping stimulate L2 learners’ remotivation. Additionally, based on the results obtained the recall essays, while demotivation period varied depending on individuals, they intentionally or unintentionally became self-determined to engage in studying English when L2 instruction with adequate teaching methods was provided. Pedagogical implications and suggestions were made based on the findings.
Abstract
This study examined the demotivating and remotivating factors in L2 college students’ English learning process both quantitatively and qualitatively. For the current study, a questionnaire which consisted of four sections was administered: questions on background information, questions on demotivation, questions on remotivation, and a stimulated recall essay. The results revealed that teaching method among the external factors was the most primary source in L2 demotivation. As for the internal factors, decreased self-confidence made learners demotivated in learning English. In terms of the remotivating factors, the value of English among the internal factors and raised English test scores among the external factors had been found to play key roles in helping stimulate L2 learners’ remotivation. Additionally, based on the results obtained the recall essays, while demotivation period varied depending on individuals, they intentionally or unintentionally became self-determined to engage in studying English when L2 instruction with adequate teaching methods was provided. Pedagogical implications and suggestions were made based on the findings.
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