ABSTRACT

This study examines the EFL learning remotivation components for male Korean high school students who showed improvement from a state of EFL learning demotivation and low in-house English test scores. The participants were four male second-year high school students who had been remotivated in EFL learning and enhanced low English test scores in junior high school. To explore the experiences specific to EFL learning remotivation, this study adopted a qualitative approach. The participants completed open-ended questionnaires and took part in a series of semistructured interviews, one for the preliminary study and two for the main study. The results revealed two remotivation components: instrumental motivation to obtain admission to a university and competitive motivation with peers. The components, motivated behavior and self-efficacy, enhanced English proficiency. Thus, when EFL learning motivated behavior related to remotivation components is strengthened, it increases English proficiency, enabling students to experience a high level of self-efficacy, which in turn helps maintain higher English proficiency. This qualitative research implies that EFL learners’ perception of remotivation components is a key determinant of L2 proficiency when combined with their motivated behavior and self-efficacy.

KEYWORD

EFL learning remotivation strategies, changes in EFL learning motivation, high school students, qualitative inquiry

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