The Role of Learning Experience in L2 Learning Motivational Variability: A Comparative Study of High and Low Motivational Groups
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This study explored factors affecting variability in second language (L2) learning motivation among Korean university students and how they appraised their L2 learning experience. In this study, 85 undergraduate students majoring in English or English education from three universities in Seoul, South Korea, reflected on their past English learning experience. They drew a motigraph and wrote a retrospective reflection essay covering their English learning that spanned over ten years. Researchers divided participants into two groups: a high variability (HV) group and a low variability (LV) group. Data were analyzed using open, axial, and selective coding. Findings suggest thncontextual factors such as the learning method, atmosphere, and situation were main (de)motivational factors for the HV group. In contrast, the LV group was (de)motivated by intrapersonal factors, including the learning context appraisal. These results imply that visualizing long and short-term goals and positive appraisal of the L2 learning experience can help L2 learners maintain a stable pattern in L2 learning motivation.
Abstract
This study explored factors affecting variability in second language (L2) learning motivation among Korean university students and how they appraised their L2 learning experience. In this study, 85 undergraduate students majoring in English or English education from three universities in Seoul, South Korea, reflected on their past English learning experience. They drew a motigraph and wrote a retrospective reflection essay covering their English learning that spanned over ten years. Researchers divided participants into two groups: a high variability (HV) group and a low variability (LV) group. Data were analyzed using open, axial, and selective coding. Findings suggest thncontextual factors such as the learning method, atmosphere, and situation were main (de)motivational factors for the HV group. In contrast, the LV group was (de)motivated by intrapersonal factors, including the learning context appraisal. These results imply that visualizing long and short-term goals and positive appraisal of the L2 learning experience can help L2 learners maintain a stable pattern in L2 learning motivation.