Education Commons^™

Research On Second Language Teacher Motivation: From A Vygotskian Activity Theory Perspective, Tae-Young Kim, Qian-Mei Zhang

Dr. Tae-Young Kim (김태영, 金兌英)

Second language (L2) teachers’ motivation has considerable influence on their students’ L2 learning motivation, personal satisfaction, and fulfillment. It has important influence on national educational reform and development. Although a number of studies have examined teachers’ motivation to teach, to date, few have focused on L2 teacher motivation. Based on the limitations identified in previous research, this paper articulates the inherent complexities of L2 teacher motivation and identifies its dynamic characteristics from the perspective of Vygotskian Activity Theory (AT). With a concise overview of AT, this paper elaborates on the applicability and relevance of AT to L2 teachers’ motivation by …

English Learning Demotivation Studies In The Efl Contexts: State Of The Art, Yoon-Kyoung Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This paper reviews the studies conducted on English learning demotivation in the EFL contexts. Demotivation research in the EFL contexts is significant given the learners’ less opportunities to use the target language outside school and consequent difficulties in maintaining their interest in learning it. In order to look into how this issue of demotivation has been addressed, the previous EFL demotivation studies are analyzed based on (a) their research methods and (b) perspectives on the definition of demotivation. The research methods adopted by the previous research include quantitative, qualitative, and mixed methods. In terms of different underlying assumptions on what …

Same Environment, Different Affordances: Ecological Analysis Of Four Different Learners In A University Context, Miso Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This study investigates the subjective realization of objective environmental factors and learners’ agency in constructing their meaning potential. According to van Lier’s (2000, 2002, 2004) ecological perspective, the environment is yet an unrealized set of potential, and affordance is what was felt meaningful to the learner. Also, learners actively construct their terms and conditions of learning with their agency (Lantolf & Pavlenko, 2001). Based on van Lier’s ecological framework, two pairs of students enrolled in two same English classes were recruited. Life history, semi-structured interview, and task recall data revealed that for some students, affordance of the English classroom was …

The Effect Of Languaging On Korean Students' L2 Learning Motivation: A Classroom-Based Mixed Methods Approach, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This paper focuses on the effect of languaging activity on students' L2 learning motivation. Swain (2006, p. 98) defines languaging as "the process of making meaning and shaping knowledge and experience through language." To date, most of languaging research investigated its impact on L2 learners' cognition. I endeavor to extend its original notion to the domain of motivation. Based on Dörnyei's (2009) L2 Motivational Self-System, the effect of languaging on students' L2 selves and their teachers' reflection will be investigated in this paper.

In Spring 2012, three English teachers implemented four different languaging conditions for their students: 1) written languaging …

An Activity Theory Analysis Of Second Language Motivational Self-System: Two Korean Immigrants' Esl Learning, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This paper analyzes two recent Korean immigrants’ ESL learning motivation using Dörnyei’s (2009) Second Language (L2) Motivational Self-System, which is synthesized with Engeström’s (1999) Activity Theory (AT) framework. Over a ten month period, the author conducted semi-structured monthly interviews and stimulated recall tasks. The findings of this case study suggest the following: 1) when sociocultural factors are mediated by L2 learners’ beliefs, these factors may directly influence learners’ ideal L2 self and ought-to L2 self; 2) learners’ sensitivity with inclusive attitudes can transform the L2 learning environment into meaningful affordances; and 3) if there is no tension among elements in …

Elementary School Students' Foreign Language Learning Demotivation: A Mixed Methods Study Of Korean Efl Context, Tae-Young Kim Dr., Hyo--Sun Seo

Dr. Tae-Young Kim (김태영, 金兌英)

This mixed methods study investigates Korean elementary school students’ foreign language learning demotivation and their teachers’ perception of student demotivation. A questionnaire was conducted with 6,301 elementary school students from Grades 3 to 6 to examine their motivational changes. This revealed a decrease in all motivational constructs – instrumental, intrinsic, integrative, parental/academic extrinsic motivations – as the students advanced throughout the school grades. The findings were further analyzed by using interviews and open-ended questionnaires with 17 English teachers. They attributed the students’ demotivation to three elements: 1) the negative impact of the English teacher such as incongruence with students’ needs, …

The L2 Motivational Self System Of Korean Efl Students: Cross-Grade Survey Analysis, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

Due to the increase in international trade, mass transportation, and information technology, the role of English as a global language has changed, and conventional EFL/ESL motivation needs paradigmatic reconstruction. This study compares Dörnyei’s (2009) recent proposal of a second language (L2) motivational self-system with Gardner’s (1985) socio-educational model by investigating 2,783 Korean students’ English learning motivation from Grades 3 through 12 in 14 different schools. The cross-grade survey results indicated that Korean EFL learners’ motivational intensity showed a curvilinear pattern, which means their motivation consistently decreased until Grade 9 but increased from Grades 10 to 12. A series of regression …

Korean Secondary School Students' L2 Learning Motivation: Comparing L2 Motivational Self-System With Socio-Educational Model, Yoon-Kyoung Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

In order to confirm ecological validity of Dörnyei’s second language motivational self, the present study investigated 495 South Korean secondary school students’ L2 learning motivation and motivated behavior by using a questionnaire survey. The participants’ ideal L2 self, ought-to L2 self, integrativeness, and instrumentality were examined and compared to identify which motivational factor had the most effect on their motivated L2 learning behavior. Among Korean secondary school students, the concept of integrativeness was replaced with the ideal L2 self as a more appropriate concept for understanding Korean secondary school students’ L2 learning motivation. As for instrumentality, promotional aspects demonstrated a …

Korean Efl Students' Amotivation To Learn English: An Activity Theory Analysis, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

By using Dörnyei’s (2009) L2 motivational self-system, this qualitative study investigates 39 Korean EFL students’ amotivation of English learning, or the lack of motivation. Theoretically, the study was guided by Leont’ev’s (1978) activity theory, which emphasizes the unique mediation between the individual (as an active agent representing ontogenetic human development) and the social domain. I argue that an AT perspective can coherently explain students’ amotivation by paying attention to the students’ socioeducational contexts. Particularly, hakbul, or degreeocracy widespread among students and parents in Korea, is attributed to be the major reason for student amotivated but sustained English learning.

The research …

Sociocultural Analysis Of Second Language Learner Beliefs: A Qualitative Case Study Of Two Study-Abroad Esl Learners, Jin-Suk Yang, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

Framed in Vygotsky’s sociocultural theory (SCT) of mind, this paper explores second language (L2) learning beliefs in study-abroad (SA) contexts. Previous research on learner beliefs has relied mostly on survey methods, while regarding belief as a static, internal representation of experience that is resistant to change. Due to the concern regarding the prevalence of a cognitive orientation, this qualitative research examines two L2 learners’ belief changes and their impact on motivated L2 behaviors from an SCT perspective. The data were collected mainly through pre- and post-SA interviews and monthly-collected journals with other triangulating methods such as L2 learning autobiographies and …

Gender Differences In Korean Secondary School Students' Learning Styles And L2 Motivation, Yoon-Kyoung Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

To date, gender differences in learning style has not been investigated from the perspective of L2 motivational self-system (Dörnyei, 2005, 2009). This study investigates the perceptual learning style preferences, ideal L2 self, ought-to L2 self, and motivated L2 behavior of 495 Korean male and female secondary school students. The results of the analysis, which is based on survey questionnaires, revealed that the female students were more strongly orientated towards visual learning, while the male students preferred kinesthetic learning. In addition, the female students exhibited a more vivid ideal L2 self and more motivated L2 behavior. The visual and the ideal …

Collaborative Dialogues And L2 Learning: Korean Junior High School Students' Pair-Work In English Composition, Hyo-Sun Seo, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

This classroom-based study investigates the relationship between collaborative dialogues and L2 development working in pairs on a collaborative writing task. Specifically, this study focuses on how the students’ pair talk exerted a positive influence on their L2 development. Over a six-week period, three pairs with differing levels of L2 proficiency engaged in a two-stage task: pair writing and individual writing. After the task completion, the six participants were interviewed individually. In order to identify the patterns of prominent pair interaction, the participants’ pair talks were transcribed and analyzed qualitatively in language-related episodes (LREs). The findings suggested that the patterns of …

The L2 Motivational Self System And Perceptual Learning Styles Of Chinese, Japanese, Korean, And Swedish Students, Jin-Suk Yang, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

This paper explores the perceptual learning style, ideal L2 self, and motivated L2 behavior of Chinese, Japanese, South Korean, and Swedish high school students. Guided by Dörnyei’s (2005, 2009a) L2 motivational self system, this quantitative study extends Al-Shehri’s (2009) and Tae-Young Kim’s (2009a) research by reinterpreting the role of perceptual learning styles in the creation of learners’ ideal L2 self and the maintenance of their motivated L2 behavior. The statistical analysis found that learners’ perceptual learning styles (i.e., visual, auditory, and kinesthetic styles) were significantly correlated with their ideal L2 self and motivated L2 behavior. However, the results of the …

The Effect Of Korean Secondary School Students' Perceptual Learning Styles And Ideal L2 Self On Motivated L2 Behavior And English Proficiency, Yoon-Kyoung Kim, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

In this study, 495 Korean secondary school students' visual, auditory, and kinesthetic preferences, ideal L2 self, motivated L2 behavior, and English proficiency were analyzed based on questionnaire surveys. Identifying possible effect of the participants' perceptual learning styles and ideal L2 self on their motivated L2 behavior was followed by an investigation of all variables' impact on English proficiency. The influence of the visual learning style and the ideal L2 self on motivated L2 behavior indicates that the students' visual style preference contributes strongly to the forming of a vivid ideal L2 self, which in turn results in a higher level …

An Activity Theory Analysis Of L2 Motivational Self-System: A Case Study Of Korean Esl Learners, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

This study makes theoretical refinements by re-interpreting L2 motivational self-system from an Activity Theory (AT) perspective. I analyze longitudinal data obtained from four Korean ESL learners in Toronto. The findings suggest that the dynamism in ESL motivation can be systematically explained by longitudinal AT system models with L2 motivational self-system.

Korean Elementary School Students' English Learning Demotivation: A Comparative Survey Study, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) …

Sociocultural Dynamics Of Esl Learning (De)Motivation: An Activity Theory Analysis Of Two Adult Korean Immigrants, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

This study examines the longitudinal trajectories of two Korean ESL immigrants’ L2 learning motivation from an Activity Theory perspective. Two highly skilled immigrants participated in the monthly semi-structured interviews over a period of 10 months. The research questions are as follows: (1) How does the relationship between ESL learners and their perceived social contexts affect and shape the way in which their ESL learning motivation develops? (2) How can the factors affecting the changes in ESL learning motivation be explained from an Activity Theory perspective? The recurring themes in the monthly interview data were coded and aligned to Engeström’s (1999a) …

Socio-Political Influences On Efl Motivation And Attitudes: Comparative Surveys Of Korean High School Students, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

Reductionism, Activity Theory, And L2 Motivation Research: Toward New Concepts And Definitions, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

This paper focuses on the theoretical foundation of second language (L2) learning motivation from a Vygotskian Activity Theory (AT) perspective. In general, previous L2 motivation research adopted either psychometric or sociological approaches, which have not fully considered the mediational process between individual learners and their meaningful environments. Since L2 motivation reflects learners’ histories and sociocultural contexts, it is crucial to approach this from an AT perspective. After critiquing current L2 motivation research using Valsiner and van der Veer’s (2000) argument of downward/upward reductionism, I introduce the notion of L2 motivation as social mediation and discuss the applicability of AT to …

Ideal L2 Self And Sensitization In L2 Learning Motivation: A Case Study Of Two Korean Esl Students, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

Learner Beliefs In Study-Abroad Experience: A Qualitative Case Study Of Two Korean Esl Learners, Tae-Young Kim Dr., Jin-Suk Yang

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

Korean English Teacher's Disempowerment In English-Only Classes: A Case Study Focusing On Korea-Specific Cultural Aspects, Tae-Young Kim Dr., Sung-Sam Hwang Dr., Hyo-Sun Seo

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

The Dynamics Of L2 Self And L2 Learning Motivation: A Qualitative Case Study Of Korean Esl Students, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

Korean Elementary School Students' Perceptual Learning Style, Ideal L2 Self, And Motivated Behavior, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

The Sociocultural Interface Between Ideal Self And Ought-To Self: A Case Study Of Two Korean Students' Esl Motivation, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

Motivations For Esl Writing Improvement In Pre-University Contexts, Alister Cumming Dr., Tae-Young Kim Dr., Keanrea Eouanzaoui Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

The Dynamics Of Ethnic Name Maintenance And Change: Cases Of Korean Esl Immigrants In Toronto, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

Interview Method Development For Qualitative Study Of Esl Motivation, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

L2 Learning Motivation From A Sociocultural Theory Perspective: Theory, Concepts, And Empirical Evidence, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.

Goals, Motivation, And Identities Of Three Students Writing In English, Tae-Young Kim Dr., Baba Kyoko Dr., Alister Cumming Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

No abstract provided.