영어 학습 탈동기 및 재동기 요인 - 성인 중하위권중심
College Students’ English Learning Demotivation and Remotivation Factors-focused on Medium and Lower Level
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초록
The purpose of this study is to examine Korean college students' demotivation and remotivation in their learning English. In this study, the participants consist of 44 first freshmen and 51 senior university students whose TOEIC scores are below 650. A questionnaire consisting of four factors with 40 Likert-scale items for demotivation and 29 items for remotivation was administered. Results indicated that learner-related factors, inside classroom factors, teacher-related factors, outside classroom factors were high in order in terms of demotivation, and outside classroom, learner-related, teacher-related, inside classroom were high in order in terms of remotivation. A negative correlation was found between all the demotivation factors and English ability. A positive correlation outside classroom factors and English ability was found statistically significant in remotivation. Demotivation level of senior students showed higher than that of freshmen students with freshmen's higher level in remotivation. This result suggests that teachers’ recognition of their possible influence to improve teaching methods is crucial to maintain or increase medium and lower level students’ motivation in learning English.
Abstract
The purpose of this study is to examine Korean college students' demotivation and remotivation in their learning English. In this study, the participants consist of 44 first freshmen and 51 senior university students whose TOEIC scores are below 650. A questionnaire consisting of four factors with 40 Likert-scale items for demotivation and 29 items for remotivation was administered. Results indicated that learner-related factors, inside classroom factors, teacher-related factors, outside classroom factors were high in order in terms of demotivation, and outside classroom, learner-related, teacher-related, inside classroom were high in order in terms of remotivation. A negative correlation was found between all the demotivation factors and English ability. A positive correlation outside classroom factors and English ability was found statistically significant in remotivation. Demotivation level of senior students showed higher than that of freshmen students with freshmen's higher level in remotivation. This result suggests that teachers’ recognition of their possible influence to improve teaching methods is crucial to maintain or increase medium and lower level students’ motivation in learning English.
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