• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.129-140
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• 2019

This study investigated cyber university students' motivation and demotivation in learning English. Data was collected from a survey of 498 students in a general English course at a cyber university located in Seoul. The survey inquired into participants' English learning motivation and demotivation. To analyze the data, frequency analysis, descriptive statistics, t-test, and ANOVA were used. The findings reveal that among the motivation factors ideal L2 self was the main cause of motivation followed by promotion-based instrumentality. Among the demotivation factors the anxiety factor was found to have the highest mean followed by negative investment value for learning English. The statistical analysis of English learning motivation and demotivation according to the participants' characteristics indicates that, in terms of English learning motivation factors, the male participants' ought-to L2 self was significantly higher than that of the females' and the promotion-based instrumentality of the students who are unemployed was higher than those who are employed. Moreover, the younger the students' age, the higher their competitive motivation and promotion-based instrumentality. In terms of English learning demotivation, the female respondents achieved higher scores in the factors of anxiety, passive learning style, and negative investment value for learning English than their male counterparts. In addition, employed students showed higher demotivation in negative investment value for learning English than those without employment. The findings of this research can be used in developing online English programs for cyber university students who possess diverse learning goals.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.730-739
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• 2021

This paper aims to examine the relationship between global competence and English learning motivation, thereby finding an effective way to strengthen learners' global competence. Data are collected from 361 freshmen studying in a compulsory English course at H University in Seoul, using a survey with five-point Likert scale. Results reveal that there is a positive relationship between global competence and all four components of English learning motivation(integrativeness, instumentality, intrinsic and external motivation). Especially the correlation between global competence and learners' integrativeness is found to be the highest. Thus, this paper proposes two applicable class activities under the assumption that strengthening integrativeness is the most effective way to promote global competence.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.81-91
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• 2020

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.257-267
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• 2018

The purpose of this study was to evaluate the effects of an ESP module program which combines Keller's ARCS model for the $1^{st}$ grade nursing students. Students' learning motivation and academic achievement were compared between an intervention group and a control group and their perception and subjective effects on the module program were identified. Quantitative data showed that the overall level of learning motivation in the intervention group was significantly higher than that in the control group (t=2.391, p=.019). No significant difference was found on the level of academic achievement between two groups (t=0.116, p=.098). Contents analysis on the qualitative data showed that ESP module program was interesting, effective, helpful for understanding clinical settings, and giving confidence and satisfaction. According to the result, it is assumed that the ESP module program which combines ARCS model can be effective in motivating the $1^{st}$ grade nursing students to learn nursing contents and English.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.213-221
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• 2020

The purpose of this study was to apply Keller's ARCS motivational model to the business major English class and to investigate the effects of ARCS model on learning motivation and academic achievement. The subject for this study was 27 junior students majoring in business administration who took the business major English class. As a means of measurement, questionnaires and the results of written tests were used. The analysis on the results of the two groups, the experimental group applying ARCS model and the comparison group using the traditional lecture method, showed that the teaching-learning method applying ARCS model for the business major English class was effective in improving all elements of learning motivation such as attention, relevance, confidence and satisfaction, and in improving academic achievement in business English and business-related content.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.53-61
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• 2016

This study aims to examine English learning beliefs of Korean college students enrolled in e-learning courses and to investigate the relationship between their beliefs and L2 achievement. Horwitz's Beliefs about Language Learning Inventory was used to elicit students' beliefs about English learning and their grades in a final exam were employed for the English achievement measure. The data from one hundred sixteen respondents were analyzed through a factor analysis and the analysis revealed 5 factors: Motivation, learning strategies, English aptitude, foreign language aptitude, and communication strategies. The results showed that the most of the e-learning students had a high level of motivation and expectation in learning English but they believed that they had a low language aptitude. Statistically significant correlation was found between students' beliefs in motivation and their L2 attainment.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.751-754
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• 2002

학습자 중심이라는 큰 장점을 가지고 급속도로 발전해 가는 온라인 교육의 세계적인 흐름에서 어린이 영어 교육사이트에 있어 어린이들에게 흥미를 높여주고 동기를 유발시키며, 추상적인 언어를 살아있게 해 주며, 적은 용량으로 애니메이션을 표현할 수 있는 플래시 애니메이션 활용의 필요성을 알아보았고, 기존 영어교육사이트의 플래시 애니메이션을 분석해 본 결과. 작업이 제대로 이루어지지 않아 동영상으로 보여줄 수 있는 상황의 이해, 학습동기 유발, 집중력 향상 등의 학습효과를 기대하기 어렵다. 사용자에 대한 많은 연구와 플래시 애니메이션의 적극적인 활용과 개선을 통해 어린이를 위한 온라인 영어 교육이 충분히 제 역할을 다 할 수 있는 계기가 되리라 기대한다.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.99-106
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• 2014

The first purpose of the present study is to investigate the way of displaying English words to facilitate phonological loops on the digital screen, and the second purpose is to test whether or not the more effective display type can increase learning rates equally in both low and high foreign language motivation group. To achieve these aims, two experiments were conducted. Experiment 1 showed that 3 times display condition generated higher performances in recall and recognition test than 1 time display condition did. In Experiment 2, we recruited high motivated group and low motivated group in foreign language learning, and assigned each member into 3 times display condition and self-pace condition. The results of Experiment 2 showed that the performance in the low motivated group was higher in the self-pace condition than in 3 times display condition, while this difference was not found in high motivated group. The present results suggest the display type increasing usage of phonological loops in digital screen environments.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.443-448
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• 2012

This study aims to investigate the relationship between various motivational factors and to identify other causative components affecting English learners' learning motivation(From March to Jun, 2012). In case of integrative motivation and instrumental motivation, there was a statistically significant difference among those who have studied in other countries. However, in the case of negative motivation, there was a statistically significant difference among those who have no learning experience in other countries. English learners' learning motivation between the students majoring in Liberal Arts and Others, learning contents and teaching methods were significant factors.

• Journal of Digital Convergence
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• v.16 no.11
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• pp.69-79
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• 2018

This study examines and measures the enhancement of intrinsic motivation in learners who have been part of the e-Learning system (www.englishbuddy.kr) for elementary-level English learning, developed based on the systematic application of the motivation theory as dictated by 'interest' and 'self-determination' and put into practice at 3,100 private tutoring institutions. According to the survey conducted on 328 learners in the e-Learning system inspired by the motivation theory and on 150 learners in other English programs, the former was found to have stimulated 'interest' and satisfied 'psychological desire' in the learners, leading to the development of 'specific strategies to motivate learners.' The study has clearly identified how learners are better motivated in the e-Learning environment, demonstrating its contributions to advancing e-Learning, building a practical e-Learning system based on a systematic motivation theory defined by 'interest' and 'self-determination,' and applying the system to some 16,000 learners at 3,100 private tutoring institutions.