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What (De)Motivates Adult Online Learners to Learn English?

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아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2024.12|Journal of Asia TEFL|제21권 제4호|pp. 858-877

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키워드

online learningL2 (de)motivationadult online EFL learnersL2 Motivational Self- Systemcyber universities

초록

본 연구는 Dörnyei의 (2005, 2009) 제2언어 동기적 자아체계(L2 Motivational Self-System)를바탕으로, 영어를 외국어로 학습하는 성인 온라인 학습자들의 동기와 탈동기를분석하였다. 대한민국의 사이버 대학교에 재학 중인 151명을 대상으로 제2언어 학습 동기, 탈동기, 동기화된 학습 행동, 그리고 영어 성취도에 관한 설문조사를 실시하였다. 요인분석 결과, 5개의 동기 요인(이상적 L2 자아, 당위적 L2 자아, 문화적 관심, 도구성-직업, 도구성-이타주의)과 3개의 탈동기 요인(자기 조절, 학습 내용, 온라인 학습)이 도출되었다. 반복 측정 분산 분석 결과, 문화적 관심과 이상적 L2 자아가 주요 동기 요인으로나타났고, 온라인 학습은 가장 덜 중요한 탈동기 요인으로 확인되었다. 상관 분석에서는당위적 L2 자아가 모든 탈동기 요인과 유의미한 관계를 보였다. 회귀 분석에서는 동기요인보다 온라인 학습과 관련된 탈동기 요인이 영어 성취도와 동기화된 학습 행동의가장 강력한 예측 변수로 확인되었다. 이 결과는 온라인 영어 학습의 성공에 있어 내적동기와 학습 준비도의 중요성을 시사한다. 연구 결과를 바탕으로 성인 학습자를 위한강의 개발과 온라인 교육 중도 탈락률 감소 방안을 논의한다.

Abstract

This study investigates the motivation and demotivation of adult online learners studying English as a foreign language, using Dörnyei’s (2005, 2009) L2 Motivational Self-System as the main framework. A survey of 151 participants from a Korean cyber university included items on L2 motivation, demotivation, motivated learning behavior, and English achievement. Factor analysis identified five motivational factors: Ideal L2 Self, Ought-to L2 Self, Cultural Interest, Instrumentality-Job, and Instrumentality-Altruism, and three demotivational factors: Self-regulation, Learning Content, and Online Learning. Repeated measures ANOVA analyses revealed that Cultural Interest and Ideal L2 Self were the dominant motivational factors, while Online Learning was the least significant demotivator. Correlation analysis showed the Ought-to L2 Self was significantly related to all demotivators. Regression analysis showed that demotivators related to online learning, rather than motivational factors, were the strongest predictors for both English achievement and motivated learning behavior. These findings underscore the crucial roles of intrinsic motivation and readiness for online learning in the success of online English learning. The implications of these findings are discussed in relation to developing English courses for adult online learners and reducing dropout rates in online education.

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