Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
A Structural Model For Perceptual Learning Styles, The Ideal L2 Self, Motivated Behavior And English Proficiency, Tae-Young Kim, Yoon-Kyoung Kim
A Structural Model For Perceptual Learning Styles, The Ideal L2 Self, Motivated Behavior And English Proficiency, Tae-Young Kim, Yoon-Kyoung Kim
Dr. Tae-Young Kim (김태영, 金兌英)
In order to verify the structural relationship between perceptual learning styles, English learning motivation, and achievement, this study investigated 2682 Korean EFL students' visual, auditory, kinesthetic styles, imagination, ideal L2 self, motivated behavior, and English proficiency. The data collected by means of a questionnaire were explored using a correlation analysis and structural equation modeling. It was found that while visual and auditory styles were positively correlated with motivational variables and English proficiency, kinesthetic style showed negative correlations with them. Furthermore, visual style proved to have the most substantial influence on achieving successful English proficiency, mediated by the ideal L2 self …
Differences In Demotivation Between Chinese And Korean English Teachers: A Mixed Methods Study, Tae-Young Kim, Yoon-Kyoung Kim, Qian-Mei Zhang
Differences In Demotivation Between Chinese And Korean English Teachers: A Mixed Methods Study, Tae-Young Kim, Yoon-Kyoung Kim, Qian-Mei Zhang
Dr. Tae-Young Kim (김태영, 金兌英)
This mixed methods study investigates the differences in demotivation between Chinese and Korean English teachers. A questionnaire on demotivation was conducted on 58 Chinese and 94 Korean in-service teachers in order to find out the dominant factors in teacher demotivation. Follow-up interviews with teachers were conducted in order to explore the reasons as to why teachers found the salient factors to be demotivating. The results indicated that the number of students per English classroom was the detrimental factor for both Chinese and Korean teachers. Moreover, the only factor that Chinese teachers perceived to be more demotivating than Korean teachers was …