성인 온라인 학습자의 개인 특성에 따른 제2 언어 학습 동기와 탈동기

L2 Learning Motivation and Demotivation Based on Adult Online Learners’ Individual Characteristics

This study examined the English learning motivation and demotivation of 149 adult online learners in an online university, focusing on personal characteristics, including demographic factors (gender, age) and online English learning experience (enrollment duration, number of courses taken). Using the L2 Motivational Self System framework, the analysis included five motivational and three demotivational factors. Descriptive statistics and MANOVA yielded the following key findings: first, female learners demonstrated higher motivation than male learners, particularly in Ideal L2 Self and Job-Related Instrumentality. Second, older learners scored higher in Ought-to L2 Self, while younger learners scored higher in Job-Related Instrumentality. Third, longer enrollment duration was linked to greater self-regulation-related demotivation, with learners in their 40s and 60s showing significantly higher levels than those in their 20s. Lastly, a greater number of courses taken was associated with increased demotivation in both self-regulation and course content. The study highlights the importance of designing online teaching strategies that address adult learners’ diverse motivations while mitigating potential sources of demotivation.