The Internal Structure of Foreign Language (L2) Learning Motivation of Korean Learners of English (KLE)

The aim of this study is to investigate the internal structure of foreign language (L2) learning motivation among Korean learners of English (KLE) on the basis of the theoretical model proposed by Csizér and Dörnyei (2005a). This study identifies a number of key motivational dimensions and relationships among these dimensions. To achieve this aim, survey data are collected from 205 students in two Korean public middle schools. Participants range in age from twelve to thirteen years old. The structural equation model, using AMOS 5.0, is used to analyze the internal structure of L2 motivation. The results show that the internal structure model of KLE is improved when revised from that of Csizér and Dörnyei (2005a). The analysis of the internal structure of L2 motivation suggests that Integrativeness directly influences two motivational behaviors: learners’ intended efforts and language choice. Three motivational dimensions including Instrumentality, Attitudes toward L2 speakers, and Linguistic Self-Confidence have a direct impact on Integrativeness. An analysis of the relationships among motivational dimensions also shows that instrumentality is highly related to learners’ immediate environments such as peers, parents, teachers, and classrooms.