The Role of Korean EFL Student Motivation in Second Language Learning

Abstract

The purpose of the present study is to investigate the motivation of 150 Korean EFL university students to learn English language. In Korean EFL setting, where authentic language input may not be readily available outside the classroom, A lot of Korean EFL learners often have to develop and utilize a wide range of learning strategies to help guarantee success. Whereas, motivation is rarely a problem for ESL students studying in English speaking countries, it is the major problem for EFL students studying English in their home countries (Wigzell & Al-Ansari, 1993). This study examined what specific factors are closely connected with what kind of motivation and how motivation affects a continued interest, success or failure in language learning, especially in a Korean EFL setting. The results of this study showed that integrative motivation, valence, effort, expectancy (the perceived probability of attaining the goals), and self-estimation of ability in English proficiency were internally related significant factors of motivation in learning English. It revealed instrumental motivation was related to exclusively integrative motivation and valence. We also knew that females were more motivated than men. Similarly, beginning level students were more motivated than intermediate students. However, the results did not show a significant effect on motivation related to their majors.