대학 교양영어 수강자들의 영어 학습동기와 동기 변화에 관한 사례 연구
A case study of motivation types and motivation changes in the college EFL classroom
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This study aims to explore English learning motivation types and motivation changes of university students in a Korean EFL context; it also examines demotivating factors of the students. For the investigation, 158 first-year university students taking a compulsory English course completed two sets of questionnaires on motivation types, motivation changes and demotivating factors. A semi-structured interview was conducted with 9 students selected from those who had answered the questionnaires to discover the information which could not be determined by the questionnaires. Data analyses of the questionnaires show that the most predominant motivational type among the students is instrumentality while the least prevailing motivation type is intrinsic motivation. In addition, the students’ motivation maintained after the end of the English course. Students’ demotivation was attributed more to the lack of students’ self-confidence and denigration, but no key demotivating factor is identified. The interview data provide evidence that students lost their motivation in high school due to grammar and reading focused classes implemented to prepare for the college entrance examination. It also reveals the students regained motivation in university; the evidence suggests that students’ strong desire to be good at English and their recognition of the importance of English affected their remotivation to a great extent. Based upon the results, implications for college English curriculum and classes in South Korea are discussed.
Abstract
This study aims to explore English learning motivation types and motivation changes of university students in a Korean EFL context; it also examines demotivating factors of the students. For the investigation, 158 first-year university students taking a compulsory English course completed two sets of questionnaires on motivation types, motivation changes and demotivating factors. A semi-structured interview was conducted with 9 students selected from those who had answered the questionnaires to discover the information which could not be determined by the questionnaires. Data analyses of the questionnaires show that the most predominant motivational type among the students is instrumentality while the least prevailing motivation type is intrinsic motivation. In addition, the students’ motivation maintained after the end of the English course. Students’ demotivation was attributed more to the lack of students’ self-confidence and denigration, but no key demotivating factor is identified. The interview data provide evidence that students lost their motivation in high school due to grammar and reading focused classes implemented to prepare for the college entrance examination. It also reveals the students regained motivation in university; the evidence suggests that students’ strong desire to be good at English and their recognition of the importance of English affected their remotivation to a great extent. Based upon the results, implications for college English curriculum and classes in South Korea are discussed.
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