윤진희, 김태영. (2018). 한국 대학생들의 영어 성취도에 따른 그릿, 영어 학습 탈동기화 및 재동기화.

[김태영]

윤진희, 김태영. (2018). 한국 대학생들의 영어 성취도에 따른 그릿, 영어 학습 탈동기화 및 재동기화. 현대영미어문학, 36(4), 303-329.

Yoon, Jinhee, and Tae-Young Kim. 2018. “The Relationship Between Korean University Students’ GRIT, Demotivation, and Remotivation in Learning English Based on Their English Achievement Levels.” The Journal of Modern British & American Language & Literature 36.4:303-29.

The purpose of this study is to investigate the factors of demotivation according to students’ levels of English proficiency (upper, middle, and lower levels) and the effects of the four sub-elements of GRIT: growth mindset, resilience, intrinsic motivation, and tenacity, on Korean university students’ remotivation. A total of 358 university students in Seoul participated in the questionnaire study. This study used multiple regression to identify the relationship between one dependent variable and several independent variables. The results of this study are as follows: 1) only the social and cultural factors of demotivation were
significant for all student levels, and 2) intrinsic motivation and tenacity had a significant impact on remotivation for English study in all student levels. The results indicate that both intrinsic motivation and tenacity are crucial factors in GRIT whereas growth mindset and resilience were not as important as intrinsic motivation and tenacity. This suggests that in order to understand Korean university students’ English learning, it is necessary to reconceptualize GRIT and reorganize the scale accordingly. (Chung-Ang University)

Key Words: GRIT(Growth mindset, Resilience, Intrinsic motivation, Tenactiy), English learning demotivation, English learning remotivation, Korean university students, English achievement

14 Yoon and Kim.pdf