A Qualitative Inquiry on EFL Learning Demotivation and Resilience: A Study of Primary and Secondary EFL Students in South Korea

Autor/inn/en	Kim, Tae-Young; Kim, Youngmi; Kim, Ji-Young
Titel	A Qualitative Inquiry on EFL Learning Demotivation and Resilience: A Study of Primary and Secondary EFL Students in South Korea
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 1, S.55-64 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Tae-Young)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-017-0365-y
Schlagwörter	Self Control; Qualitative Research; English (Second Language); Second Language Learning; Second Language Instruction; Anxiety; Learning Motivation; Resilience (Psychology); Grounded Theory; Elementary School Students; Teacher Effectiveness; Social Support Groups; Semi Structured Interviews; After School Programs; Goal Orientation; Persistence; Language Proficiency; Coping; Grammar; High School Students; Teaching Methods; Student Motivation; Language Teachers; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Qualitative Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Angst; Motivation for studies; Lernmotivation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Social support; Soziale Unterstützung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Zielorientierung; Zielvorstellung; Ausdauer; Language skill; Language skills; Sprachkompetenz; Bewältigung; Grammatik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Language teacher; Sprachunterricht; Ausland; Korea; Republik
Abstract	This paper presents the components influencing English as a Foreign Language (EFL) learning demotivation and resilience. Semi-structured interview data from 23 EFL students and nine teachers were thematically analyzed guided by the Grounded Theory approach after systematic reiterative comparative reviewing. The major demotivators were teachers' lack of clear delivery for elementary school students, excessive afterschool learning programs at private institutes for junior high school students, and impractical EFL lessons focusing on grammar rather than spoken English for high school students. In order to curb these demotivators and maintain high EFL learning motivation levels, four distinctive components influencing their resilience were identified: social support, emotional regulation, a clear learning goal, and tenacity in EFL learning. This study illustrates that emotional regulation, not negative emotions such as anxiety, is crucial, and students' clearly stated short-term learning goal is a crucial component in maintaining high academic resilience. Participants cultivated specific components influencing resilience as they advanced academically. Additionally, high-proficiency EFL students exhibited greater tenacity and utilized various coping strategies. We argue for the necessity to refine the sub-constructs of EFL learning demotivation and resilience and recommend the need for a follow-up confirmatory study to prove the conceptual validity of these constructs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01