• English Language & Literature Teaching
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• v.15 no.4
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• pp.75-94
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• 2009

This study was designed to assess demotivation factors and compare the factor between two secondary school student groups. It furthermore examined how the factors related to students' L2 proficiency. A 31-item questionnaire was completed by 407 junior (JH) and senior high school (SH) students. Five factors were extracted through the principal axis factoring: Teachers' competence and teaching styles, Dissatisfaction with English classes and grading system, Difficulty of learning English, Lack of motivation and interest in learning English, and Inadequate learning contents. Although both JH and SH students did not perceive their English teacher as a strong attribution of demotivation, Difficulty of learning English and Dissatisfaction with English classes and grading system were the two strongest demotivating factors. When compared the overall mean scores of each factor between JH and SH groups, significant differences were found in all factors except Factor 4, with SH students reporting stronger demotivation. JH students attributed their demotivation to Difficulty of learning English, while SH students attributed that to Dissatisfaction with English classes and grading system. Both groups tended to attribute their demotivation to external forces. The study also showed that several demotivation factors related negatively to L2 proficiency.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.359-367
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• 2022

The purpose of this study is to examine the perception of college students about English classes using TED talks and to examine whether TED talks are appropriate as a learning material for college English. As a college English subject, 50-60 minutes of online classes were conducted for one semester where TED talks were used, and the data collected by conducting a survey on learners' English learning motivation, interest, attitude, satisfaction, and learning effect were analyzed utilized SMART PLS 3. The results are as follows. First, English learning motivation had a statistically significant effect on learning attitude while it did not affect the learning satisfaction. Second, the level of interest in the TED Talk-using class had a positive effect on the learning attitude and satisfaction. Third, the learning attitude positively affected the learning effect perception. Fourth, satisfaction with the TED Talk class had a positive effect on the learning effect perception. In conclusion, English classes using TED talk can increase the interest and satisfaction of learners, and induce active class participation, which lead to a positive perception in learners' learning effects. Therefore, this study implies that TED talks are valuable and significant enough as materials in college English classes.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.115-132
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• 2012

In order to confirm ecological validity of D$\ddot{o}$rnyei's second language motivational self, the present study investigated 495 South Korean secondary school students' L2 learning motivation and motivated behavior by using a questionnaire survey. The participants' ideal L2 self, ought-to L2 self, integrativeness, and instrumentality were examined and compared to identify which motivational factor had the most effect on their motivated L2 learning behavior. Among Korean secondary school students, the concept of integrativeness was replaced with the ideal L2 self as a more appropriate concept for understanding Korean secondary school students' L2 learning motivation. As for instrumentality, promotional aspects demonstrated a significant correlation with both the ideal and ought-to L2 selves, whereas preventional aspects showed a relatively high correlation with the ought-to L2 self. The ideal L2 self had the most impact on the motivated behavior, and the ideal L2 self and ought-to L2 self reflected the students' different motivational characteristics. It is suggested that D$\ddot{o}$rnyei's (2005, 2009) L2 motivational self system can be a better psychological model than Gardner's (1985) socio-educational model for understanding Korean secondary school students' L2 learning motivation.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.69-75
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• 2022

This study investigated the English learners who are over 40 on their attitudes and perception for lifelong education by dividing them into age groups of middle aged and elderly learners. To this end, from May 20, 2020 to June 30, 2021, 80 participants attending lifelong education centers in North Gyeongsang province were surveyed on the demographic characteristics and interest, necessity, passion, advantage, hindrance, learning motivation, preferred subjects, and learning methods. As a result, it was found that elderly learners showed a more positive English learning attitude than middle-aged learners, and both groups considered the communication area important in their learning motivation and preferred subjects. In regard to hindrance toward English learning, different factors were shown according to the age groups along with lack of confidence in English. Differences were also shown in preferred learning methods. This study suggested the possibility of learning outcomes according to the positive learning attitude of elderly learners along with the need for detailed English program design according to learners' age.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.71-90
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• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.200-206
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• 2020

Digital storytelling, a 21st century educational tool that combines digital media with storytelling, is considered as a powerful tool to learn foreign languages in an authentic and meaningful way. This study explored cyber university students' perceptions and experiences with a digital storytelling project implemented to enhance their English writing and speaking skills. The results of 9 week-long research indicated that most of the students' attitudes were positive: the digital storytelling project was effective to increase their English skills, learning motivation and interest in learning English. Most students perceived that the process writing approach and videotaping tasks provided them with good opportunities to develop their English writing and speaking skills. Although many students had difficulties selecting a topic and writing a script in the initial stage, they could handle with these challenges with the help of professors' feedback and successfully completed their projects. After completing the project, most students expressed a strong sense of accomplishment. These results suggest that the digital storytelling project effectively met cyber university students' learning needs and facilitate their English learning.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.95-117
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• 2009

This study investigated the relationships of the self-regulated learning strategies used in both science and English classes and motivation to academic performance of science-gifted high school students. Participants of this study were 144 freshmen of Korea Science Academy It was found out that the use of self-regulation learning strategies and motivation exerts differential influence on the academic performance of science-gifted students, depending on the subjects they study. Results showed that they used more vigorously in science class those self-regulated strategies which consist of cognition, metacognition, and resource management strategies than in English class. In addition, their motivation level in science class was significantly higher than that in English class. Self-regulated strategies did not explain any variance in physics GPA. Task value among the motivation variables accounted for 2 percent of variance in physics GPA. Metacognition and time and study environment variables explained 8 percent and 15 percent of variance in English GPA, respectively. Self-efficacy in motivation accounted for 30 percent of variance in English GPA, These results were discussed in the light of instruction for science-gifted high students.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.335-344
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• 2011

The purpose of this paper is to develop RPG based learning content for English low-achievers at elementary school and to verify the educational effectiveness of this content. Design strategies were elicited by reviewing curriculum and literature. Educational RPG was developed based on ADDIE model. The researchers implemented them in four 5th-grade English low-achievers for two months. Free writing, interviews and observations of the homeroom teacher were conducted to verify the effectiveness of the content. As a result, English low-achieving students became interested in RPG itself, raised their expectations and became more satisfied in learning. When students completed missions while playing games, they gained satisfaction and were challenged by the new missions. This had a positive effect on learning motivation, or "continuing motivation" as mentioned by Keller.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.306-319
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• 2018

The purpose of this study is to improve a good sense of language through professors' reduced role and university students' cooperative learning with overcoming the limit of existing English teaching materials and learning methods. To analyze the effect of cooperative learning in university general English classes on the improvement of English speaking ability and affective achievement, cooperative learning for English speaking was applied to 50 university students of K university in Seoul for 4 months from March 2 to June 20 in 2018. And then the affective achievement was verified. The results of this study are as follows. Frist, the cooperative learning in university general English classes made a difference in the improvement of English speaking ability (accuracy, fluency, complexity). Second, the cooperative learning in university general English classes made a difference in confidence of learning and interest in learning among the affective achievement but there's no difference in study attitude and learning motivation. Third, the cooperative learning in university general English classes made a difference in the effect of the improvement of English speaking ability (accuracy, fluency, complexity) on the confidence of learning and interest in learning of the affective achievement, but there's no difference in study attitude and learning motivation.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.183-204
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• 2006

This study investigated the effects of rehearsed English drama activities on the learner variables and oral communication achievements of Korean elementary school students. Forty children in the treatment group participated in the drama activities while forty-two children in the contrast group participated in the regular classes. The results of the study are as follows: the treatment group showed significant differences between the pre-tests and the post-tests in language learning strategies, motivation, confidence, perceived competence, willingness to communicate, and listening and speaking achievements; the students in the treatment group progressed in their attitudes toward and participation in the classroom activities. Based on the findings, it is concluded that the rehearsed drama activities positively affect the learner variables and oral communication. The pedagogical implications are discussed in the conclusion.