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Demotivation factors of Korean EFL College Students : Focus on Gender, English Achievement Levels and English Abandonment Period

  • The Journal of General Education
  • 2023, (24), pp.201~240
  • DOI : 10.24173/jge.2023.07.24.6
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Received : June 20, 2023
  • Accepted : July 13, 2023
  • Published : July 31, 2023

Yu, Kyung-Ah 1

1목원대학교

Accredited

ABSTRACT

This study aims to investigate whether there was a significant mean difference in the demotivation factors according to gender, their English achievement levels, and periods that students have neglected their English study. One hundred one college students who were taking a general English class at a local private university participated in the survey. The demotivation factors were identified as internal and external factors. The internal factors included learner-related influences such as English attitude and English ability. It was found that the average score of the English ability factor was higher than the English attitude factor, indicating that learners' lack of basic English skills led to a decrease in their motivation. External factors such as teachers, middle and high school curriculum, environmental factors, and private education factors affect the reduction of students' motivation. The findings also showed that there was no statistical mean difference in motivation decrease according to gender, but there is a significant mean difference only in the area of English attitude according to the levels of English achievement. In addition, the findings revealed that there was a significant difference in the factors of English attitude, English ability, teachers, and curriculum depending on grades when the students started neglecting to study English. The earlier the students give up learning English, the less interested they tend to be in English. Additionally, they perceive themselves as having no basic English knowledge to a greater extent, and tend to develop more negative opinions about teachers and school curriculums. Furthermore, the students' recommendations for enhancing their motivation in learning English are also taken into consideration and discussed.

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