EFL Learning Demotivation in the Korean Context: Similarities and Differences across School Levels

Abstract

By analyzing 19 South Korean-based demotivation studies, the current paper examined the factors affecting English as a foreign language (EFL) learning demotivation at different school levels. We categorized the studies according to whether they addressed students in the elementary, junior high, high school, or university level. A comparison of the different school levels revealed two common demotivation factors: (1) English learning difficulty and (2) teacher-related factors. More specifically, English learning difficulty relates to students’ struggles with grammar and vocabulary, whereas teacher-related factors involve the teachers’ behavior and teaching styles. Furthermore, students’ English proficiency and experience in private education influenced their EFL learning demotivation differently. Changes in the learning environment and goals also affected learners’ demotivation. It was noted that across the school contexts, learners attributed their English learning difficulties to various sources, which explains how each learner experiences demotivation differently. The findings indicate the importance of remotivation and developing a robust framework to analyze EFL learning demotivation.