영어 학습 동기에 대한 비교연구

A comparison on English learning motivation: A case study for online English learners in higher education

This study aims to explore the English learning motivation of Korean adult learners in higher education and compare L2 (2nd language) selves between undergraduate students (US) and graduate students (GS). Twenty-three GS and 133 US from online English communicative classes participated in the study. Descriptive statistics, t-test, regression analysis for quantitative data and written interviews, and study journal for qualitative data were adopted and analyzed. The results showed that both groups’ ideal L2 selves positively influenced their English learning motivation. In the meantime, US tends to focus on their learning process readjust to their learning objectives shown in the study journal. GS, however, tends to be stressed out in learning revealed in the written interview. Also, the ought-to L2 selves influence US and GS differently. For example, US ought- to L2 selves positively affected the learners’ goal-oriented and study-oriented motivation. Instead, GS ought-to L2 selves negatively influenced all motivation orientations with a bit of difference. Nevertheless, given the GS’s higher learning-oriented learning motivation and the influx of an aging society, meaningful consideration of adult learners should be more focused. Based on the research findings, pedagogical implications about adult education are more discussed.