Learner beliefs about language learning, motivation and their relationship: A study of EFL learners in Korea

This study investigated learner beliefs about language learning and the motivational orientation toward language learning of three different age groups of learners studying English as a foreign language (EFL) in Korea. This study compared the three groups in terms of learner beliefs and motivation and examined the relationships between learner beliefs and motivation. The relevance of culture and context to learner beliefs and motivation was explored through qualitative analysis.; A total of 664 learners in Korea participated in the study, including 235 high school students, 227 university students and 202 white-collar adult learners. Instruments used were the Beliefs about Language Learning Inventory for Korean EFL Learners (BALLIK), the Motivation in Language Learning (MILL), and the Individual Background Questionnaire (IBQ).; Factor analyses revealed that the three different age groups of the study shared certain beliefs regarding self-confidence, language aptitude, and the value and nature of language learning. They exhibited the same four types of goal orientations: Mastery Goal, Performance Goal alpha (Ego-Social), Performance Goal beta (Utilitarian) and Work-Avoidance Goal. On the other hand, the MANOVA revealed significant differences between the groups. The high school students had stronger beliefs in formal structural learning, while the university students showed greater confidence in speaking, and the white-collar employees held stronger opinions about foreign language aptitude. All groups also differed in motivation except for Performance Goal beta (Utilitarian), which was dominant across the groups. Self-efficacy and Mastery Goal were prevalent among the university students, while Work-Avoidance Goal was stronger among the high school students. Two significant canonical correlations between the belief and motivation variables indicated that learners' confidence in speaking was related to their general self-efficacy and Mastery Goal, while learners' perceived value and nature of language learning was linked to their locus of control and Work-Avoidance Goal. The results suggest that the relationship between learner beliefs and motivation is multi-dimensional.; In conclusion, learner beliefs about language learning and their motivational orientations are not only culture-bound but also context-specific. Of equal importance is the interplay between language-learning beliefs and motivation which are synergistically related to each other, influencing learners' involvement in their language learning.