한국 고등학생들의 영어학습 동기 변화에 대한 혼합연구 방법론적 접근: 동기에서 탈동기
A mixed method approach to Korean EFL high school students’ motivational changes: From motivation to demotivation.
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초록
This study examined high school students’ motivational and demotivational factors and their motivational changes in learning English. Data were collected at two time points during an academic semester: in the beginning and at the end of the semester. The study revealed that the students’ motivation to learn English differed at both time points. At the beginning, instrumental motivations (prevention and promotion) and ought L2 self were the strong motivating factors. However, at the end of the semester, family influence played a significantly increased role, while instrumental motivations were significantly decreased. The students mentioned difficulty in learning English and lack of confidence due to learning failure as major demotivational factors. While in the quantitative analysis teacher characteristics such as teaching methods and teacher attitudes towards students were not demotivating factors, they were found to have played a significant role in demotivating students in qualitative data. This means that learner motivation and demotivation factors can differ according to the data analysis methods. Some pedagogical implications of the study are discussed.
Abstract
This study examined high school students’ motivational and demotivational factors and their motivational changes in learning English. Data were collected at two time points during an academic semester: in the beginning and at the end of the semester. The study revealed that the students’ motivation to learn English differed at both time points. At the beginning, instrumental motivations (prevention and promotion) and ought L2 self were the strong motivating factors. However, at the end of the semester, family influence played a significantly increased role, while instrumental motivations were significantly decreased. The students mentioned difficulty in learning English and lack of confidence due to learning failure as major demotivational factors. While in the quantitative analysis teacher characteristics such as teaching methods and teacher attitudes towards students were not demotivating factors, they were found to have played a significant role in demotivating students in qualitative data. This means that learner motivation and demotivation factors can differ according to the data analysis methods. Some pedagogical implications of the study are discussed.
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