earticle

영어

This paper explores first-year junior college English majors’ L2 motivation, demotivation, and remotivation in relation to their factors and timeframes. To fulfill the purpose of a mixed-methods study, 63 students completed a questionnaire, motigraph, and retrospective essay; also ten participated in one-on-one semi-structured interviews. Both quantitative and qualitative analyses revealed that each of five timeframes (i.e., right before college, first semester, summer break, second semester, winter break) was intertwined with relevant constructs of L2 motivation, such as attitude, experience, and emotion. The participants also reported that these five time periods played a decisive role in shaping their overall L2 motivation as well as developing goals and strategies. As the participants represent a relatively under-researched cohort, the current study calls for further exploration of diverse contexts where L2 motivation may display unique trends and timeframes could act as a tool for understanding one’s L2 motivational cycle.