Korean EFL Learners’ Attitudes toward the Use of CALL and Their Motivations for Learning English in Korea
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The purpose of this study was to investigate Korean EFL learners’ motivations in learning English as a foreign language and Korean learners’ attitudes toward the use of CALL for learning English as a foreign language. Motivations for learning a foreign language can influence language learners’ attitude formation of the target language learning and their language proficiency, vice versa. In addition, CALL literacy practices in terms of foreign language learning become a best means to learn the target language effectively without the financial burden. The participants of this study consisted of 200 Korean university students and they completed the survey questionnaires. To analyze the data, ANOVA tests were used. The findings showed that the majority of the participants hold favorable attitudes toward all the motivational subsystems, while they had low scores to CALL literacy practices. Particularly, in terms of motivation the subjects were higher toward instrumental rather than integrative. The results of the study help Korean EFL learners perceive motivations for learning English and understand the advantages of CALL. For the future research, the relationships between students’ attitudes toward CALL literacy practices and their English proficiency, as well as teachers’ and parents’ attitudes toward CALL practices in terms of English learning need to be explored.
Abstract
The purpose of this study was to investigate Korean EFL learners’ motivations in learning English as a foreign language and Korean learners’ attitudes toward the use of CALL for learning English as a foreign language. Motivations for learning a foreign language can influence language learners’ attitude formation of the target language learning and their language proficiency, vice versa. In addition, CALL literacy practices in terms of foreign language learning become a best means to learn the target language effectively without the financial burden. The participants of this study consisted of 200 Korean university students and they completed the survey questionnaires. To analyze the data, ANOVA tests were used. The findings showed that the majority of the participants hold favorable attitudes toward all the motivational subsystems, while they had low scores to CALL literacy practices. Particularly, in terms of motivation the subjects were higher toward instrumental rather than integrative. The results of the study help Korean EFL learners perceive motivations for learning English and understand the advantages of CALL. For the future research, the relationships between students’ attitudes toward CALL literacy practices and their English proficiency, as well as teachers’ and parents’ attitudes toward CALL practices in terms of English learning need to be explored.
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