The Dynamic Nature of Learner Motivation: A Cross-sectional Study in Korea
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The study is twofold; to update the literature on English language learners’ motivation in Korea and to examine any changes in learner motivation between high school and university students. A total of 385 Korean students (high school students = 184, university students = 201) completed the learner background and motivation questionnaires in 2017-2018. The collected data were submitted to the structural equation modeling (SEM) analysis as well as an independent t-test to inspect any group differences. Results showed that university students reported a higher level of ideal L2 self, more positive attitudes toward learning English, and more motivated behavior than high school students. However, the two groups did not differ in terms of the ought-to L2 self, family influence and prevention-based instrumental motivation. The SEM analysis revealed that ought-to L2 self was a significant predictor of motivated behavior in the high school group (p = .017) but not in the university group (p = .428). In both groups, attitudes toward learning English, mediated by the ideal L2 self, turned out to be the strongest predictor of motivated behavior. Further discussed are the socioeducational reasons for the differences and the pedagogical implications of the findings.
Abstract
The study is twofold; to update the literature on English language learners’ motivation in Korea and to examine any changes in learner motivation between high school and university students. A total of 385 Korean students (high school students = 184, university students = 201) completed the learner background and motivation questionnaires in 2017-2018. The collected data were submitted to the structural equation modeling (SEM) analysis as well as an independent t-test to inspect any group differences. Results showed that university students reported a higher level of ideal L2 self, more positive attitudes toward learning English, and more motivated behavior than high school students. However, the two groups did not differ in terms of the ought-to L2 self, family influence and prevention-based instrumental motivation. The SEM analysis revealed that ought-to L2 self was a significant predictor of motivated behavior in the high school group (p = .017) but not in the university group (p = .428). In both groups, attitudes toward learning English, mediated by the ideal L2 self, turned out to be the strongest predictor of motivated behavior. Further discussed are the socioeducational reasons for the differences and the pedagogical implications of the findings.
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