Middle-aged Korean Students’ English Learning (De)Motivation: A Mixed-Methods Investigation

Abstract

Objectives This study investigates the second language (L2) learning motivation of middle-aged learners in South Korea on 1) the differences in the L2 learning motivation on L2 learning participation, L2 learning duration, and age as individual factors and 2) the motivators and demotivators of L2 learners with a mixed-methods based on Dörnyei’s (2005, 2009) L2 Motivational Self System.
 Methods A 5-point Likert-scale questionnaire on 124 Korean adults (30-60 ages) was conducted, including L2 learners (n=41) and non-learners (n=83) from Seoul, Incheon Metropolitan, and Gyeonggi Province using quantitative methods. Middle-aged five L2 learners and five non-learners were interviewed one-on-one in semi-structured interviews with the explanatory sequential design to investigate L2 learners’ motivators and demotivators of L2 learning qualitatively.
 Results In the quantitative method, self-actualization, ideal L2 self, and instrumentality were significantly meaningful for L2 learners. In the qualitative method, L2 learners’ motivators were categorized into 1) instrumentality for self-actualization, and 2) human factors to keep self-esteem in L2 learning experience. Demotivators were classified into 1) inconsiderate comments from family and close people, 2) negative self-attribution, and 3) limited L2 learning environment and social support.
 Conclusions The results revealed that the external environment where the L2 learner belongs significantly impacts the L2 Motivational Self System of middle-aged Korean learners. Furthermore, Korean middle-aged learners’ L2 Motivational Self System can be affected by how L2 learners perceive the process of their L2 learning experiences.