Earticle

초록

영어

The current study examined factors that encourage students to become re-motivated and continue to learn a language after facing a time of demotivation. For the study, a series of questionnaires were administered to two groups of Korean college students, those engaged in an intensive English course and those engaged in a non-intensive English course, to see what differences in re-motivation existed between the two. The questionnaires gathered information about the students’ backgrounds and their own senses of re-motivation, and it also included a stimulated recall essay to gather qualitative data. The outcomes revealed that there were significant differences between the two groups of participants in terms of their own inherent self-remotivating strategies. Two of the key findings were that teacher behavior and interaction between peers appeared to be the most important factors that influenced student re-motivation, especially for high- and low-level learners, and high- and mid-level learners respectively. Later in the study, the pedagogical implications are addressed as suggestions on how educators can apply these findings to their classrooms.

목차

ABSTRACT
 I. Introduction
 II. Literature Review
  2.1 Definition of re-motivation in L2 contexts
  2.2 Studies on re-motivation in L2 contexts
 III. Research Design
  3.1 Participants
  3.2 Instruments
  3.3 Data analysis
 IV. Results and Discussion
  4.1 Re-motivating factors between groups
  4.2 Re-motivating factors by proficiency differences
 V. Conclusion
 Works Cited
 Appendix 1

키워드

저자

• Young Ah Cho [ 조영아 | Dongshin University ] First author
• Ho Young Chung [ 정호영 | Dongshin University ] Corresponding author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820