Abstract
The purpose of this study was to investigate the relationship between L2 motivational self system and English achievement of Korean college students using a mixed technique. A survey and two times of simple TOEIC tests were conducted with 145 female college students. An in-depth interview was conducted with five participants. For quantitative data, correlation analysis and hierarchical multiple regression analysis were performed. Both analyses showed statistically significant values of different motivational variables in all and high or low level students. In particular, ideal L2 self of all students showed a significant value in both statistical analyses. Low-level students ought to L2 self also showed a significant value in both statistical analyses. These results were also well reflected in in-depth interviews. These results have an educational implication that classes should be planned and guided by paying attention to different motivation variables depending on language levels of students. Low-level interviewees went through a process of demotivation due to contradictions and conflicts between the current self and the ideal self. This study produced much more meaningful results than previous ones in that its results were equally proven in qualitative and quantitative analyses.
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