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영어

The purpose of this presentation is to introduce 3 English learning motivation inventories for Korean adult learners. To this end, 946 students at a local university participated in the questionnaire survey. The validation process incorporated, firstly personality factors of Big Five Inventory, secondly other personality aspects in light of academic failure tolerance, and finally learners’ perception of needs, into the measuring framework as the main subjective feature of motivational orientation that lead to the learning outcome. Validation went through content experts panel, exploratory factor analysis, confirmatory factor analysis, and the use of reference scale. Considering the English learning experience of Korean adults, conscientiousness, openness, and neuroticism were presumed to be important constructs of Korean adult ELLs’ motivation and this results of validation formulated the CAPS inventory model with 4 sub-categories and 23 items. In the second element of academic failure tolerance, the Academic Failure Tolerance Scale for English Learning Motivation as an adapted version of the Standardized Student Motivation Scale by Kim (2002) was validated, reflecting the domain-specific presence of anxiety and avoidance in the settings of Korean EFL learning. In the research of learners’ perception of their needs, the needs for job-seeking as a short-term goal was separately identified and the category of career needs was subdivided into career and employment categories. The needs of English for staying in overseas countries was found to belong not to daily life needs but career needs category.