중학생들의 영어학습 동기저하 모형 연구

A structural model of demotivational factors affecting English achievement for middle school students

The purpose of this study was to identify demotivating factors and establish a structural equation model (SEM) that best explains the relationship between demotivation and L2 achievement for Korean EFL middle school students. A total of 318 students at a middle school completed a questionnaire containing 28 Likert-scale items. Thirty two teachers participated in the study. The results of the factor analysis produced six demotivating constructs: dissatisfaction with teachers’ teaching styles (F1), difficulty of English learning (F2), dissatisfaction with English lessons (F3), dissatisfaction with English grades (F4), lack of motivation and interest in learning English (F5), and inadequate learning environment (F6). The students’ demotivation was attributed to both external factors and internal ones, indicating that the final SEM showed that both difficulty of English learning (ß = -.45) and lack of motivation and interest in learning English (ß = -.36) were significant, direct, and negative predictors of L2 achievement. The study also found statistically significant differences in perceptions about demotivational factors between students and their teachers. The implications based on the findings were presented for better L2 instruction.