The role of (de)motivational factors in the context of learning English in South Korea

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dc.contributor.advisorOosthuizen, Helenaen_ZA
dc.contributor.authorZach, Courtneyen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics.en_ZA
dc.date.accessioned2016-12-22T13:17:38Z
dc.date.available2016-12-22T13:17:38Z
dc.date.issued2016-11
dc.descriptionThesis (MPhil)--Stellenbosch University, 2016en_ZA
dc.description.abstractENGLISH ABSTRACT: In November 2013, the Switzerland-based global English education company, EF Education First, reported that, in terms of English ability in non-native countries, South Korea was ranked moderately proficient at 24th out of 60 countries, doing only slightly better than Japan (Education First, 2013). One of the findings was also that, despite the large amount of money spent on English education, Japan and Korea have declined slightly on the rankings (Education First, 2013). The objectives of this study was to determine the motivation of Korean university students in the English language classroom. This study made use of three different methods of data collection: firstly, semi-structured individual interviews were conducted with 13 English teachers (native as well as non-native speakers of English) at higher education settings in South Korea, yielding qualitative data on these teachers’ perception of (de-)motivational factors influencing their students’ ability to learn English. Secondly, a questionnaire was given to 241 South Korean students in order to determine their perceptions of, and attitudes toward learning English as a foreign language. This second method yielded quantitative data on students’ perspectives on and motivation for learning English. Thirdly, English grades were obtained for a subsample of the students (N=45) who completed the questionnaire, and correlated with their responses on the questionnaire. This third method yielded quantitative data on the actual performance of a sample of South Korean students on a series of English assessment instruments, and how it correlates with students’ self-reported motivation for learning English.The results showed that a composite score reflecting students’ self-reported motivation correlated with student grades, and also highlighted some discrepancy between students’ self-reported motivation to study English and perceptions of the interview participants.en_ZA
dc.format.extent89 pagesen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/100121
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectSecond language learningen_ZA
dc.subjectSelf-evaluation -- Inspirationen_ZA
dc.subjectEnglish language -- Study and teaching -- Foreign speakersen_ZA
dc.subjectMotivational inspirationen_ZA
dc.subjectSecond language acquisitionen_ZA
dc.subjectUCTD
dc.titleThe role of (de)motivational factors in the context of learning English in South Koreaen_ZA
dc.typeThesisen_ZA
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