Earticle

초록

영어

This study examines the factors influencing demotivation and remotivation in English learning among vocational college students using a qualitative interview approach. In the AI era, English proficiency is still essential, yet many vocational students lost motivation due to the exam-driven education system. This study explores how systemic factors affect students’ attitudes toward English learning and identifies key components that encourage remotivation. Semi-structured interviews were first conducted with 6 vocational students who had experienced changes in their English learning motivation. Then, thematic analysis was used to identify major patterns of demotivation and remotivation. The findings show that an overemphasis on standardized exams, limited opportunities for communicative English learning, and negative past experiences contribute to demotivation. On the other hand, exposure to real-world English use, personalized learning methods, and encouragement from teachers or peers play significant roles in remotivation. This study underscores the need for English teaching approaches that go beyond test-focused instruction to create meaningful English learning experiences. By understanding the motivational patterns of vocational students, educators can design more effective teaching strategies that improve engagement and long-term learning motivation. The findings offer insights into enhancing English education policies and classroom practices to better support vocational college students.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
A. L2 학습 동기와 동기 변화 연구
B. L2 학습 동기 저하와 재동기 요인
Ⅲ. 연구 방법
A. 연구 대상
B. 연구 도구
C. 자료 수집 방법
D. 자료 분석 방법
Ⅳ. 연구 결과 및 논의
A. 전문대 학생들이 인식하는 영어학습 동기 저하 요인
B. 전문대 학생들이 인식하는 영어학습 동기 상승 요인
Ⅴ. 결론 및 제언
참고문헌
Abstract

키워드

저자

• 김하정 [ Kim Hajung | 남부대학교 강사 ] 제1저자
• 김경자 [ Kim Kyeong Ja | 조선대학교 교수 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820