An analysis of Korean EFL learners’ demotivating factors
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초록
Despite the significance of demotivation in learning English, few studies were conducted in Korea, with regard to demotivating factors. The present study aimed to directly examine which demotivating factors were the most influential, with 473 high school students. The participants were divided into 3 proficiency level groups: 138 advanced, 197 intermediate, and 138 low level learners. Descriptive statistics and ANOVA results showed that, among the 7 factors, reduced self-confidence and characteristics of classes were the most influential demotivating factors. Class environment was the least demotivating factor in the present study. In addition, the results indicated that the low level students were more demotivated than intermediate and advanced students, and the mean differences were statistically significant. Some pedagogical implications came from these results.
Abstract
Despite the significance of demotivation in learning English, few studies were conducted in Korea, with regard to demotivating factors. The present study aimed to directly examine which demotivating factors were the most influential, with 473 high school students. The participants were divided into 3 proficiency level groups: 138 advanced, 197 intermediate, and 138 low level learners. Descriptive statistics and ANOVA results showed that, among the 7 factors, reduced self-confidence and characteristics of classes were the most influential demotivating factors. Class environment was the least demotivating factor in the present study. In addition, the results indicated that the low level students were more demotivated than intermediate and advanced students, and the mean differences were statistically significant. Some pedagogical implications came from these results.
참고문헌 (19)
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