전문대 학생들의 영어 학습동기 저하와 재동기 요인에 관한 질적 연구
A Qualitative Study on the Demotivation and Remotivation Factors in English Learning Among Vocational College Students
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This study examines the factors influencing demotivation and remotivation in English learning among vocational college students using a qualitative interview approach. In the AI era, English proficiency is still essential, yet many vocational students lost motivation due to the exam-driven education system. This study explores how systemic factors affect students’ attitudes toward English learning and identifies key components that encourage remotivation. Semi-structured interviews were first conducted with 6 vocational students who had experienced changes in their English learning motivation. Then, thematic analysis was used to identify major patterns of demotivation and remotivation. The findings show that an overemphasis on standardized exams, limited opportunities for communicative English learning, and negative past experiences contribute to demotivation. On the other hand, exposure to real-world English use, personalized learning methods, and encouragement from teachers or peers play significant roles in remotivation. This study underscores the need for English teaching approaches that go beyond test-focused instruction to create meaningful English learning experiences. By understanding the motivational patterns of vocational students, educators can design more effective teaching strategies that improve engagement and long-term learning motivation. The findings offer insights into enhancing English education policies and classroom practices to better support vocational college students.
Abstract
This study examines the factors influencing demotivation and remotivation in English learning among vocational college students using a qualitative interview approach. In the AI era, English proficiency is still essential, yet many vocational students lost motivation due to the exam-driven education system. This study explores how systemic factors affect students’ attitudes toward English learning and identifies key components that encourage remotivation. Semi-structured interviews were first conducted with 6 vocational students who had experienced changes in their English learning motivation. Then, thematic analysis was used to identify major patterns of demotivation and remotivation. The findings show that an overemphasis on standardized exams, limited opportunities for communicative English learning, and negative past experiences contribute to demotivation. On the other hand, exposure to real-world English use, personalized learning methods, and encouragement from teachers or peers play significant roles in remotivation. This study underscores the need for English teaching approaches that go beyond test-focused instruction to create meaningful English learning experiences. By understanding the motivational patterns of vocational students, educators can design more effective teaching strategies that improve engagement and long-term learning motivation. The findings offer insights into enhancing English education policies and classroom practices to better support vocational college students.