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This study aims to examine the motivational factor in the writing of KAP learners and the characteristic of the groups. For this study, 228 responses to the questionnaire from Korean learners were collected and analyzed. First, the used questions were finalized through the validity verification based on a study in the literature. Next, three subfactors were derived from an exploratory factor analysis. The derived factors are ‘self-efficacy’, ‘interest’, and ‘interaction’, respectively. These subfactors are statistically significant because the correlation coefficient of them is over .400. The respondents are classified into two subgroups: the domestic group and the overseas group. In the domestic group, the graduate student group, the undergraduate student group, and the non-college group are included. The result of analysis shows that the overseas group has a higher motivation level than the domestic group, whereas ‘interaction’ is lower than the domestic group. In the domestic group, the overall average of the undergraduate student group is higher than that of the comparison groups. In addition, the motivation level of the graduate student group is relatively consistent. However, for the undergraduate student group and the non-college group, ‘self-efficacy’ is the most significant factor while ‘interaction’ is the least influential factor having a large gap. The contributions of this study are summarized as follows. First, to the best of our knowledge, this study is the first study on the motivation in Korean writing education. Second, this study provides reasonable and confident results through a factor analysis program with abundant respondents.