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Motivation and Persistence in Learni...

Nam, Ae Ree.

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Motivation and Persistence in Learning Korean: Factors Associated with Students' Decisions to Continue or Discontinue FL Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Motivation and Persistence in Learning Korean: Factors Associated with Students' Decisions to Continue or Discontinue FL Study./
作者:	Nam, Ae Ree.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10288593
ISBN:	9781369867435

Motivation and Persistence in Learning Korean: Factors Associated with Students' Decisions to Continue or Discontinue FL Study.
Nam, Ae Ree.

Motivation and Persistence in Learning Korean: Factors Associated with Students' Decisions to Continue or Discontinue FL Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 183 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.

This mixed-methods study investigated the dispositions of students in introductory Korean courses at a large public Midwestern research university in the United States. The dissertation focused on results of the quantitative component but used insights from qualitative portions (written narratives and oral interviews) to complement findings. Specifically, this study investigated: (1) Students' motivations, goals, and goal attainment expectations; and (2) how continuing and discontinuing students compare in these regards. A total of 86 students completed a motivation questionnaire and a goal questionnaire; 28 students participated in the qualitative portions.

ISBN: 9781369867435Subjects--Topical Terms:

3172512
Foreign language education.

Motivation and Persistence in Learning Korean: Factors Associated with Students' Decisions to Continue or Discontinue FL Study.
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
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520 $a This mixed-methods study investigated the dispositions of students in introductory Korean courses at a large public Midwestern research university in the United States. The dissertation focused on results of the quantitative component but used insights from qualitative portions (written narratives and oral interviews) to complement findings. Specifically, this study investigated: (1) Students' motivations, goals, and goal attainment expectations; and (2) how continuing and discontinuing students compare in these regards. A total of 86 students completed a motivation questionnaire and a goal questionnaire; 28 students participated in the qualitative portions.
520 $a Results revealed that the majority of students in introductory Korean courses were non-heritage learners, a result of the worldwide spread of Korean popular culture (hallyu); students were learning Korean mainly out of personal interest and for self-generated personally valued goals rather than for utilitarian reasons or to fulfill the expectations of others; students' perceptions of their immediate learning environment were positive; their in-class learning goals focused on everyday uses of Korean rather than on academic/professional uses, and on linguistic elements rather than on cultural understanding.
520 $a When continuing and discontinuing students were compared, continuing students had stronger motivation, a stronger desire to interact with speakers of Korean, higher expectations of stay in Korea, and a greater ability to imagine themselves as proficient L2 speakers. Continuing students also showed slightly higher self-confidence, stronger intrinsic interest in learning Korean language and culture, and higher interest in Korean language. However, continuing and discontinuing students did not show notable differences in what in-class learning goals that they valued, except that continuing students rated vocabulary-related goals as more important than discontinuing students. Similarly, their perceptions of how soon their goals could be achieved did not reveal meaningful differences between continuing and discontinuing students.
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