본문 바로가기
[학술저널]

Remotivation Strategies for Korean Male High School Students’ English Learning

  • 학술저널

Remotivation Strategies for Korean Male High School Students’ English Learning

Tae-Young Kim(Chung-Ang University) Ji-Young Kim(Chung-Ang University)

표지

북마크 0

리뷰 0

이용수 22

피인용수 0

초록

This study examines the EFL learning remotivation components for male Korean high school students who showed improvement from a state of EFL learning demotivation and low in-house English test scores. The participants were four male second-year high school students who had been remotivated in EFL learning and enhanced low English test scores in junior high school. To explore the experiences specific to EFL learning remotivation, this study adopted a qualitative approach. The participants completed open-ended questionnaires and took part in a series of semistructured interviews, one for the preliminary study and two for the main study. The results revealed two remotivation components: instrumental motivation to obtain admission to a university and competitive motivation with peers. The components, motivated behavior and self-efficacy, enhanced English proficiency. Thus, when EFL learning motivated behavior related to remotivation components is strengthened, it increases English proficiency, enabling students to experience a high level of self-efficacy, which in turn helps maintain higher English proficiency. This qualitative research implies that EFL learners’ perception of remotivation components is a key determinant of L2 proficiency when combined with their motivated behavior and self-efficacy.

목차

1. Introduction
2. Literature Review
3. Method
4. Results
5. Discussion
6. Conclusions
References

참고문헌(0)

리뷰(0)

도움이 되었어요.0

도움이 안되었어요.0

첫 리뷰를 남겨주세요.
Insert title here