A Cross-Cultural Adaptation and Validation of a Second-Language (L2) Motivation Instrument in South Korea

Weonjin Shin,Fuhui Tong,Myeongsun Yoon,Hsiang-Yu Chien

doi:10.3390/su131810333

Abstract

In this research, we tested the psychometrics of a translated and adapted second language learning motivation instrument among Korean English learners. A total of 1373 college students from 9 universities and 11 majors in South Korea responded to the questionnaire. After the content validation, back-translation, and pilot study, 12 factors and 76 items were chosen for further construct validation. The data were then analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Through EFA, 11 factors and 55 items were extracted while CFA analysis indicated good fit (CFI > 0.9, SRMR = 0.05, RMSEA < 0.05) of the measurement model. The results of this study showed acceptable psychometrics properties of questionnaire which is culturally and structurally appropriate in a Korean college context.

Highlights

IntroductionMost college students in Korea are expected to continue learning English to prepare for their future career or academic advancement in spite of 12 years of mandatory English curriculum in K-12, and as high as 40% of them have received private tutoring or attended afterschool private institutions [3,4,5]
Dörnyei [7] indicated that motivation was one of the different individual features which could lead L2 learners learning the target language and stimulate them to be involved in the learning process
Among the 1373 students, the number of female participants was slightly larger than male peers

Summary

Introduction

Most college students in Korea are expected to continue learning English to prepare for their future career or academic advancement in spite of 12 years of mandatory English curriculum in K-12, and as high as 40% of them have received private tutoring or attended afterschool private institutions [3,4,5]. With this strong emphasis on English language learning, motivation is considered one of the key factors in L2 learning process for EFL learners [6].

Objectives

Methods

Results

Discussion

Conclusion