The purpose of this paper is to validate an English-specific learning motivation scale that reflects domain specificity. Bae and Kim (2019) confirmed the importance of personality factors in the English learning motivation for Korean adult learners in terms of conscientiousness and sensitiveness through CAPS model. Considering another important personality aspect of anxiety, avoidance, and perfectionism in light of academic failure tolerance, this paper validated the Academic Failure Tolerance Scale for English Learning Motivation as an adapted version of the Standardized Student Motivation Scale by Kim (2002). One item about abandoning action in the Behavior area was transferred to the Affect area. This change is presumed to be related with the domain-specific presence of anxiety and avoidance in the settings of Korean EFL learning.
1. Introduction
2. Literature Review
3. Research Methods
4. Findings
5. Conclusion