The Dynamics of Korean EFL Teachers’ L2 Learning Motivation in Study Abroad
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This study investigated motivations of a short term study abroad program for Korean teachers of English in a U.S. university. To understand how the participants’ motivation was shaped by their study abroad journey, qualitative data analysis was used. The participants' daily journal entries were collected throughout the program, and some of the participants were interviewed periodically on a volunteer basis. The data analysis result through the constant comparison method showed that many participants were motivated to improve their English proficiency and increase authentic contacts with local people, with various sources shaping their motivation. Their increased motivation was triggered by internal and external sources, which were categorized into three themes; 1) participants' goals to improve their English oral proficiency simply because they wanted to, 2) the Korean Ministry of Education's TEE policy, and 3) the relationships with others such as Korean study abroad peers and target culture people. Results provide some pedagogical, and policy implications for study abroad researchers, participants, and program directors.
Abstract
This study investigated motivations of a short term study abroad program for Korean teachers of English in a U.S. university. To understand how the participants’ motivation was shaped by their study abroad journey, qualitative data analysis was used. The participants' daily journal entries were collected throughout the program, and some of the participants were interviewed periodically on a volunteer basis. The data analysis result through the constant comparison method showed that many participants were motivated to improve their English proficiency and increase authentic contacts with local people, with various sources shaping their motivation. Their increased motivation was triggered by internal and external sources, which were categorized into three themes; 1) participants' goals to improve their English oral proficiency simply because they wanted to, 2) the Korean Ministry of Education's TEE policy, and 3) the relationships with others such as Korean study abroad peers and target culture people. Results provide some pedagogical, and policy implications for study abroad researchers, participants, and program directors.
참고문헌 (32)
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