• English Language & Literature Teaching
• /
• v.17 no.2
• /
• pp.139-160
• /
• 2011

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

• Journal of Engineering Education Research
• /
• v.16 no.3
• /
• pp.10-19
• /
• 2013

Recently, Korean universities have increased the number of English Medium Instruction (EMI) lectures in order to allow students to gain both specialized knowledge and enhanced English ability. Previous researches on effective EMI lectures have focused on exploring the effects of learners' cognitive and affective characteristics on learning outcomes. Whereas the input variables of learning have been investigated as predicting variables of effects in EMI lectures, there has been a few research for investigating process variables to yield learning outcomes. The purpose of this study is to analyze the structural relationships among variables affecting on learner satisfaction and effects. The participants are 209 engineering students from various majors. Independent variables are defined as English motivation, English competency, and English confidence, a mediated variable is Cognitive engagement, and dependent variables are Learning satisfaction and Educational effect perception. The results show that the relationships are statistically significant: learners' English competency & English confidence ${\rightarrow}$ Cognitive engagement ${\rightarrow}$ Learning satisfaction ${\rightarrow}$ Educational effect perception. Especially, the structural model confirms that the effect of learners' English confidence on Learning satisfaction and Educational effect perception is mediated by the level of learners' Cognitive engagement. Further, the implication for effective EMI lectures is discussed based on the observed research results.

• Educational Technology International
• /
• v.15 no.2
• /
• pp.89-115
• /
• 2014

This research aims to develop an elementary school English e-learning system based on the 'Self-determination theory (SDT)', which is widely applied to traditional face-to-face foreign language classes. The study also attempts to verify whether SDT-a traditional motivational theory that has been applied to face-to-face classes- is effective in an e-Learning environment with students who use this newly developed system. For the purposes of this project, the following three actions were carried out. First, a motivational strategy based on SDT was deduced. In SDT, the needs for autonomy, competence, and relatedness were introduced as basic psychological needs, and assumed that these three needs provided the natural motivation for learning, growth, and development. Second, an e-Learning system was created based on the deduced motivational strategy. Third, the system was implemented in 115 private tuition academies, and education was provided to 1,400 users for one year across the country. Afterwards, by surveying users, correlation between the role of the three psychological needs in learning English, and also the correlation between each need and motivation were investigated. Research results showed that traditional motivational theories used in face-to-face classes so far were effective in an e-Learning environment.

• English Language & Literature Teaching
• /
• v.12 no.3
• /
• pp.1-24
• /
• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• Journal of Digital Convergence
• /
• v.16 no.11
• /
• pp.69-79
• /
• 2018

This study examines and measures the enhancement of intrinsic motivation in learners who have been part of the e-Learning system (www.englishbuddy.kr) for elementary-level English learning, developed based on the systematic application of the motivation theory as dictated by 'interest' and 'self-determination' and put into practice at 3,100 private tutoring institutions. According to the survey conducted on 328 learners in the e-Learning system inspired by the motivation theory and on 150 learners in other English programs, the former was found to have stimulated 'interest' and satisfied 'psychological desire' in the learners, leading to the development of 'specific strategies to motivate learners.' The study has clearly identified how learners are better motivated in the e-Learning environment, demonstrating its contributions to advancing e-Learning, building a practical e-Learning system based on a systematic motivation theory defined by 'interest' and 'self-determination,' and applying the system to some 16,000 learners at 3,100 private tutoring institutions.

• Journal of Digital Convergence
• /
• v.18 no.2
• /
• pp.213-221
• /
• 2020

The purpose of this study was to apply Keller's ARCS motivational model to the business major English class and to investigate the effects of ARCS model on learning motivation and academic achievement. The subject for this study was 27 junior students majoring in business administration who took the business major English class. As a means of measurement, questionnaires and the results of written tests were used. The analysis on the results of the two groups, the experimental group applying ARCS model and the comparison group using the traditional lecture method, showed that the teaching-learning method applying ARCS model for the business major English class was effective in improving all elements of learning motivation such as attention, relevance, confidence and satisfaction, and in improving academic achievement in business English and business-related content.

• English Language & Literature Teaching
• /
• v.13 no.3
• /
• pp.227-251
• /
• 2007

The development and use of computer mediated communications (CMC) as a tool for teaching and learning English has grown considerably in recent years. The purpose of this study is to investigate factors related to learners' participation, achievement, and satisfaction in EFL classes using web-based bulletin boards. The total number of 77 university students participated in this study. Three domains and eight independent variables investigated in this study were a learner-related domain (attitudes toward CMC, intrinsic motivation, extrinsic motivation, attitudes toward writing), an interaction-related domain (student-student interaction, teacher-student interaction), and an environmental domain (physical support and design of the web site). In order to determine interrelation of variables correlation analysis and multiple regression analysis were used. The results of this study showed that the factors predicting a learner's participation were instrumental motivation, attitudes toward writing, and teacher-student interaction. The factors explaining a learner's achievement were learner's participation and attitudes toward writing, and the factors predicting a learner's satisfaction were integrative motivation, student-student interaction, teacher-student interaction, physical support and learner's participation.

• English Language & Literature Teaching
• /
• v.12 no.1
• /
• pp.55-75
• /
• 2006

This paper attempts to discuss the complex nature of social contexts regarding English language education in Korean middle school and to demonstrate the affective factors that should be considered to find appropriate approaches within the context. To do this, a questionnaire survey was conducted among 85 middle school students regarding learners' motivation, and attitudes toward EFL learning. Additionally, teachers in secondary school were asked about the general circumstances of English language education. Findings indicate that in spite of the participants' high instrumental motivation, they rather show a negative attitude toward English learning. This paper intends to raise practitioners' attention to the fact that the effect of learners' affective variables on EFL learning seems distinctive depending on the host country's EFL contexts.

• The Journal of the Korea Contents Association
• /
• v.21 no.3
• /
• pp.730-739
• /
• 2021

This paper aims to examine the relationship between global competence and English learning motivation, thereby finding an effective way to strengthen learners' global competence. Data are collected from 361 freshmen studying in a compulsory English course at H University in Seoul, using a survey with five-point Likert scale. Results reveal that there is a positive relationship between global competence and all four components of English learning motivation(integrativeness, instumentality, intrinsic and external motivation). Especially the correlation between global competence and learners' integrativeness is found to be the highest. Thus, this paper proposes two applicable class activities under the assumption that strengthening integrativeness is the most effective way to promote global competence.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.5
• /
• pp.213-221
• /
• 2019

The present study aims to investigate the effects of mobile phone use on aviation students' English language learning. Considering that affective factors have impacts on English language learning, this study focuses on confidence, motivation, and anxiety in English learning. For the current study, 46 college students were recruited. The participants were divided into one experimental group (n = 24) and one control group (n = 22) at random. During 16 weeks, the experimental group joined in chat via mobile phone while the control group did not. To understand the participants' experience of mobile phone use and to compare the attitudes towards English language learning, a survey was performed. Major findings are as follows: The experimental group showed more positive attitudes towards English learning than the control group did. Specifically, the participants who engaged in chat via mobile phone became more confident and motivated to learn English but less anxious about English learning. These results provide insights into the engagement in chat via mobile phone for aviation students' English learning. This study also suggests ways how CTL at universities can support their students' English language learning using mobile phones.