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What Motivates Korean Language Learners to Learn? Motivational Characteristics and their Relationships with Learning Engagement

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Abstract

Taking the L2 Motivational Self System (L2MSS) model as its theoretical basis, this study aimed to extend knowledge of the learning motivation of Korean language learners. A survey questionnaire was administered to 967 Korean language learners at 28 universities in China to investigate their motivation for learning the Korean language and the relationship between their learning motivation and their learning engagement. The results showed high levels of the ideal L2 self and the L2 learning experience and low levels of the ought-to L2 self. Additionally, the L2MSS had a high explanatory power for engagement. The ideal L2 self and the L2 learning experience were positively associated with the learning engagement of the participating Korean language learners. These results enhance understanding of Korean language learners’ learning motivation and may offer guidance for improving their learning engagement.

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Funding

This work was supported by Shandong University Grant for Undergraduate Teaching and Learning Reform under Grant Number 2022Y044 and 2022Y055.

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Authors and Affiliations

  1. School of Foreign Languages and Literature, Shandong University, Jinan, 250100, China

    Xian Li & Jiying Han

Authors
  1. Xian Li
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  2. Jiying Han
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Contributions

All authors contributed to the study conception and design. Xian Li completed the first draft of the manuscript, and Jiying Han reviewed and finalized the final manuscript. Both authors read and approved the final manuscript.

Corresponding author

Correspondence to Jiying Han.

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The authors declare no conflict of interest.

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Appendices

Appendix

Motivation Scale

Ideal L2 Self (5 items)

  1. 1.

    I can imagine myself living abroad and having a discussion in Korean.

  2. 2.

    Whenever I think of my future career, I imagine myself using Korean.

  3. 3.

    I can imagine myself speaking Korean with international friends or colleagues.

  4. 4.

    I can imagine myself speaking Korean as if I were a native speaker of Korean.

  5. 5.

    I imagine myself as someone who is able to speak Korean.

Ought-to L2 Self (7 items)

  1. 1.

    I study Korean because close friends of mine think it is important.

  2. 2.

    Learning Korean is necessary because people surrounding me expect me to do so.

  3. 3.

    I consider learning Korean important because the people I respect think that I should do it.

  4. 4.

    Studying Korean is important to me in order to gain the approval of my peers/teachers/family/boss.

  5. 5.

    Studying Korean is important to me because an educated person is supposed to be able to speak Korean.

  6. 6.

    Studying Korean is important to me because other people will respect me more if I have a knowledge of Korean.

  7. 7.

    It will have a negative impact on my life if I don’t learn Korean.

Learning Experience (4 items)

  1. 1.

    I like the atmosphere of my Korean classes.

  2. 2.

    I always look forward to Korean classes.

  3. 3.

    I find learning Korean really interesting.

  4. 4.

    I really enjoy learning Korean.

Engagement Scale

Behavioural Engagement (5 items)

  1. 1.

    I try hard to do well in Korean classes.

  2. 2.

    In Korean classes, I work as hard as I can.

  3. 3.

    When I’m in Korean classes, I participate in class discussions.

  4. 4.

    I pay attention in Korean classes.

  5. 5.

    When I’m in Korean classes, I listen very carefully.

Emotional Engagement (5 items)

  1. 1.

    When I’m in Korean classes, I feel good.

  2. 2.

    When we work on something in Korean classes, I feel interested.

  3. 3.

    Korean classes are fun.

  4. 4.

    I enjoy learning new things in Korean classes.

  5. 5.

    When we work on something in Korean classes, I get involved.

Cognitive Engagement (6 items)

  1. 1.

    I check my Korean homework for mistakes.

  2. 2.

    I study Korean in the dormitory or library even when I don’ t have a test.

  3. 3.

    When I read a Korean article, I ask myself questions to make sure I understand what it is about.

  4. 4.

    I read extra books to learn more about things we do in Korean classes.

  5. 5.

    If I don’t know what a Korean word means when I am reading, I do something to figure it out.

  6. 6.

    If I don’t understand what I read, I go back and read the Korean material over again.

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Li, X., Han, J. What Motivates Korean Language Learners to Learn? Motivational Characteristics and their Relationships with Learning Engagement. Asia-Pacific Edu Res 33, 273–282 (2024). https://doi.org/10.1007/s40299-023-00726-0

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