| This thesis explores the L2 attitudes, beliefs, and self-conceptions of young language learners in South Korea, based on six learner-background characteristics, in an attempt better understand their L2 motivational patterns. In addition to considering gender, educational level, and self-reported L2 proficiency, this study will also consider the time learners spent preparing for L2 tests, the level of L2 test completed (middle-school or university-entrance), and the frequency of university-entrance level test completion. The inclusion of the last three research questions is an explicit attempt to widen conceptions of L2 motivation to more properly include the effects of L2 testing, especially in test-driven educational environments. A questionnaire was developed and administered to middle school students enrolled in a private language school in Seoul (N=341). An exploratory factor analysis (EFA) approach was utilized in order to identify factors for further comparison of subgroups. The results indicated that middle school students differed significantly on a majority of L2 motivational factors depending on: 1) their perceived L2 proficiency level; 2) the amount of time they spent preparing for L2 tests; and 3) the completion of university-entrance level L2 tests. The implications of these findings are discussed in relation to some of the major motivational theories advanced in the fields of psychology and second language acquisition (SLA) and the potential implications this has for modem notions of validity in language testing. Finally, some recommendations are offered to improve the administration of high-level, high-stakes tests that affect English language learners (ELLs) around the world. |
