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Structural Relationship Between L2 Learning Motivation and Resilience and Their Impact on Motivated Behavior and L2 Proficiency

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Abstract

This exploratory study investigates the structural relationship between second language (L2) learning motivation, resilience, motivated behavior, and L2 proficiency among English as a Foreign Language (EFL) students in South Korea. The research questions are as follows: (1) What are the constructs of resilience and L2 learning motivation among L2 learners? (2) What is the structural relationship between L2 learning motivation, resilience, motivated behavior, and L2 proficiency? A five-point Likert-type questionnaire was administered to 152 college-level EFL learners. The findings of factor analysis demonstrated that resilience factors were divided into self-composure, sociability, life satisfaction, communicative efficacy, and realistic optimism. Four factors emerged regarding L2 learning motivation: recognition from others, Ideal L2 self, instrumental motivation, and Ought-to L2 self. Confirmatory factor analysis revealed that these factors are independent constructs with conceptual validity. The final structural equation model showed that resilience influenced L2 proficiency through L2 learning motivation and motivated behavior.

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Notes

  1. According to Hooper et al. (2008) and Kline (2015), GFI, AGFI, and CFI indexes above .8 are acceptable as an appropriate level.

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Authors and Affiliations

  1. Department of English Education, College of Education, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul, 06974, South Korea

    Tae-Young Kim & Youngmi Kim

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  1. Tae-Young Kim
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  2. Youngmi Kim
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Kim, TY., Kim, Y. Structural Relationship Between L2 Learning Motivation and Resilience and Their Impact on Motivated Behavior and L2 Proficiency. J Psycholinguist Res 50, 417–436 (2021). https://doi.org/10.1007/s10936-020-09721-8

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