Demotivation and Remotivation Affecting L2 English Learning of Korean College Students
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This study explored the demotivation and remotivation of college students in L2 learning depending on different proficiency levels. A questionnaire which was composed of three sections was carried out: questions on background information, questions on demotivation, and questions on remotivation. The findings indicated that the external factor was found to be the main cause of the learners’ demotivation, followed by internal and reactive factors, showing that there existed statistically significant differences for the external and internal factors between the lower and higher proficiency learners. In terms of remotivating attributes, the internal sources appeared to be more influential than the external ones in regaining motivation toward English learning between the two groups. More specifically, grading and assessing English exam and awareness of raising English proficiency to get a job were the most frequent reasons for remotivation in the external and internal factors respectively for both groups. Pedagogical implications and suggestions were made based on the findings.
Abstract
This study explored the demotivation and remotivation of college students in L2 learning depending on different proficiency levels. A questionnaire which was composed of three sections was carried out: questions on background information, questions on demotivation, and questions on remotivation. The findings indicated that the external factor was found to be the main cause of the learners’ demotivation, followed by internal and reactive factors, showing that there existed statistically significant differences for the external and internal factors between the lower and higher proficiency learners. In terms of remotivating attributes, the internal sources appeared to be more influential than the external ones in regaining motivation toward English learning between the two groups. More specifically, grading and assessing English exam and awareness of raising English proficiency to get a job were the most frequent reasons for remotivation in the external and internal factors respectively for both groups. Pedagogical implications and suggestions were made based on the findings.
참고문헌 (33)
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