대안고등학교 학생들의 영어학습 탈동기 및 재동기 요인

Abstract

This study aims to analyze the factors of demotivation and remotivation experienced by alternative high school students in the English learning process, with additional analysis based on gender differences. Particularly, students in alternative schools often face various issues related to academic underachievement, a lack of self-confidence, and feelings of inferiority and each alternative school perceives the severity of these challenges. In South Korea, English learning is mandatory in elementary and secondary education, and there are challenges arising from various factors causing a loss of motivation among learners. To address these issues, a survey was conducted targeting alternative high school students. The survey included questions related to learners' demographic characteristics and general features, demotivating factors categorized into learner, teacher, in-class environment, and out-of-class environment aspects, and remotivating factors categorized into aspects including desire to be good at English, educational environment, experience of success, awareness of the importance of English, and teacher influence. Statistical analyses, including frequency analysis for demographic and general characteristics, descriptive statistics for assessing the normality of measurement tools, exploratory factor analysis for conceptual validity of survey items, reliability analysis for the internal consistency of the survey, and t-tests for examining demotivation and remotivation differences based on gender, were performed. The results indicate that learners experienced demotivation due to factors such as personal interest or declining test scores, and remotivation occurred through awareness of the importance of English. Gender differences were also sound: male students were more demotivated in out-of-class environmental factors, while female students showed higher remotivation thanks to desire to be good at English. These findings highlight the need for individual support to address learners' language learning difficulties, emphasizing awareness of the importance of English to restore motivation. Tailored goals and educational alternatives are essential, especially for male students based on gender-specific motivational differences. Future research should delve into the impact of alternative school curricula on motivation, seeking ways to positively influence public education.