부산대학교 도서관

The current study examined factors that encourage students to become re-motivated and continue to learn a language after facing a time of demotivation. For the study, a series of questionnaires were administered to two groups of Korean college students, those engaged in an intensive English course and those engaged in a non-intensive English course, to see what differences in re-motivation existed between the two. The questionnaires gathered information about the students’ backgrounds and their own senses of re-motivation, and it also included a stimulated recall essay to gather qualitative data. The outcomes revealed that there were significant differences between the two groups of participants in terms of their own inherent self-remotivating strategies. Two of the key findings were that teacher behavior and interaction between peers appeared to be the most important factors that influenced student re-motivation, especially for high- and low-level learners, and high- and mid-level learners respectively. Later in the study, the pedagogical implications are addressed as suggestions on how educators can apply these findings to their classrooms.