Factors affecting English Language Learning Motivation of Korean Freshmen and their General Characteristics

Abstract

Affective factors are crucial to acquire ESL (English as a second language) or EFL (English as a foreign language) learning. This study aims to investigate factors affecting to Korean university freshmen’s English learning motivation and their general characteristics such as gender, major and exposure to English. 379 freshmen at a regional university in Korea participated in the survey. They registered in a mandatory communicative English class managing by team-teaching with native speakers and Korean professors. The survey format was a descriptive and direct method, and composed with two parts, one is a check list asking for general characteristics and exposure to English, and the other is a 5Likert scale asking for participant’s interest, expectation, confidence, motivation, and anxiety. Motivation was used as a dependent variable, and the others were used as affective factors for motivation. Collected data was analyzed with SPSS statistics. There was not statistical significance depending on gender in all affective factors. As for major, there showed statistical significance in confidence and anxiety factors (p<.05). Natural Science & Engineering (NSE) majoring students’ confidence was highest, and that of Human and Social Sciences (HSS) and Art, Music & Physical education (AMP) majoring students was followed. As for anxiety, NSE students were lowest, HSS students and AMP students were followed. As for exposure to English, there showed statistical significance in interest, confidence, motivation, and anxiety factors (p<.05, p<.01). Students with learning experience with native speakers (NS) were higher interest, confidence, and motivation, and lower anxiety than students with none of exposure in English. Meanwhile, NS students showed lower interest and anxiety, and higher confidence than students with abroad experience. In relationship between affective factors, the most influential factor for learning motivation was confidence, expectation, and interest in order (p<.05).The results are expected to provide basic data necessary for establishing and developing an efficient and systematic communicative English education program