The Motivational Factors Questionnaire in the Korean EFL context: predicting group membership according to English proficiency and multilingual status

A WGFS Based Approach to Extract Factors Influencing the Marketing of Korean Language in GCC

“…Other reasons could also make this language important if students intend to complete their higher study in Korea as it is a technologically advanced country. In the literature, very limited studies are conducted in the Korean language such as in [4], [5] and, to our knowledge, there are no studies linking the Korean language and the GCC. Hence the incentive to highlight the importance of Korean language in the GCC and in other Arab countries, and to find the obstacles its learners may face.…”

Motivational Factors in Multilingual Students' Learning Additional Languages: The Case of English and Turkish

“…In addition, there has been a burgeoning interest in investigating affective factors such as motivation and anxiety which can hinder or boost foreign/ second language (L2 †) learning (Horwitz, 2001;Noels, 2001Noels, , 2009Ushioda, 2009). However, research looking at the roles of motivational factors in multilingualism is scarce (De Angelis, 2007;Dörnyei & Al-Hoorie, 2017;Duff, 2017;Henry, 2011;Thompson & Lee, 2016). Furthermore, the current motivation literature is invaded by a higher number of empirical research devoted mostly to the study of English as an L2 (Boo, Dörnyei, & Ryan, 2015).…”

A Triangulated Accounting of Top Notch 2: Negotiating Ideologies in the Multimodal Discourse of an EFL Textbook in Korean University Classrooms

“…However, these problems find numerous points of connection in a deeply complex web of issues revolving around EFL learning in Korean society (i.e. Choi, 2008;Chun, Kim, Park, McDonald, Oh, Kim, & Lee, 2017;Huh, 2004;Lee, 2011b;Song, 2013;Thompson & Lee, 2018). To give some measure of clarity to this point, the researcher of this study once met a former Korean student in Canada who, despite a lofty IELTS score, could not order a cup of coffee from a Starbuck's drive-thru.…”

“…According to Kim, Kim, and Kim (2018), in a qualitative study of twenty-three K-12 students and nine teachers at private academies around Seoul, Korea, major demotivators in EFL learning were found in a teacher's lack of clear delivery in the classroom and excessive dependence on grammar in the textbook contents. Considering the complex process of developing an identity with English as a competent speaker is predicated on the socio-economic desire to earn membership with that particular global community wherein greater academic performance is a higher probability (Canagarajah, 1993(Canagarajah, , 2016Song, 2013;Thompson & Lee, 2018;Vasilopoulos, 2015), the textbooks on which insufficiently trained teachers rely so heavily can play a leading role in demotivating student performance. In a study comparing ESL learning in India and EFL learning in Korea, Cha (2002) provides strong evidence for the significant differences in the nature of language learning, suggesting the necessity for tailoring curricular designs and the delivery textbook content in localized contexts.…”

“…Otherwise, CRIS has no bedrock on which to base the improvised transformations it encourages. Considering the scholarly attention given to EFL textbooks in Korean university contexts (Ahn, 2014;Chun et al, 2017;Song, 2013;Thompson & Lee, 2018) and teacher's selfefficacy in relation to their understanding of certain curricular commonplaces in those contexts (Wyatt, 2016;, the textbook was added as a supplemental commonplace in Table 2 because of its consequential connection to a Korean university EFL curriculum. By including that commonplace, this study presumes that the teacher may achieve more fluency with the rhetorical accomplishment to which Fox (2004) refers in the delivery of textbook material.…”