Do High- and Low-Motivation EFL Learner Groups Have Different Goal Orientations?

This survey study investigated differences in the goal orientations of EFL learners in Grades 7 and 8. Their schools were situated in a variety of locations in a southern province of South Korea. The six learner groups (N=213) under study were identified as extreme in terms of behavioral engagement in L2 classes and L2 course-related motivational state. An exploratory factor analysis revealed a salient performance-approach but no clear mastery or performance-avoidance goal orientations. Following a multivariate analysis of variance, it was found that high-motivation 7th graders scored higher on the performance-approach goal orientation measure than their low-motivation counterparts, but the pattern was reversed with 8th graders. A possible explanation is that students do not perceive the subtle difference made by researchers between performance-approach goals (predominantly associated with adaptive outcomes) and performance-avoidance goals (often associated with negative motivational outcomes). Contrary to expectations, there were no differences between high- and low-motivation learner groups in milieu goal orientation, work avoidance orientation, or perceptions of mastery or performance goals stressed in their L2 classrooms. Taken together, the results suggest that the current fuzziness of the constructs used in goal orientation theory makes the framework of limited use for future explorations of L2 motivation.