An Exploration of Korean High School Students’ Motivation in Learning English
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Motivation is a variable that has been most frequently studied among affective factors in L2 education. While a group of studies on Korean EFL learners’ motivation examines the applicability of L2 motivation theories and models, originally proposed for ESL learners (e.g., Gardner’s [1985] socio-educational theory), to Korean EFL learners, few studies look into what takes place in Korean EFL learners’ motivation from a temporal perspective. Analyzing survey data from a total of 830 Korean high school students (enrolled in 2012) through exploratory factor analysis, we investigate the underlying dimensions of students’ motivation in learning English. Five factors emerge from the students’ responses: (1) Globality (living or working in the target language society and communicating with people around the world), (2) Students’ taste (students’ predilection for the target language and their language teacher), (3) English as a lingua franca, (4) Futurity (students’ life during and after college), and (5) Schooling (students’ current high school life).
Abstract
Motivation is a variable that has been most frequently studied among affective factors in L2 education. While a group of studies on Korean EFL learners’ motivation examines the applicability of L2 motivation theories and models, originally proposed for ESL learners (e.g., Gardner’s [1985] socio-educational theory), to Korean EFL learners, few studies look into what takes place in Korean EFL learners’ motivation from a temporal perspective. Analyzing survey data from a total of 830 Korean high school students (enrolled in 2012) through exploratory factor analysis, we investigate the underlying dimensions of students’ motivation in learning English. Five factors emerge from the students’ responses: (1) Globality (living or working in the target language society and communicating with people around the world), (2) Students’ taste (students’ predilection for the target language and their language teacher), (3) English as a lingua franca, (4) Futurity (students’ life during and after college), and (5) Schooling (students’ current high school life).
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