English learning anxiety and English learning demotivation in South Korean third-year high school students

Tae-Young Kim; Eun-Young Choi

doi:10.30827/portalin.vi39.22305

Autores/as

Tae-Young Kim Chung-Ang University https://orcid.org/0000-0002-2622-3566
Eun-Young Choi

DOI:

https://doi.org/10.30827/portalin.vi39.22305

Palabras clave:

language anxiety; English learning demotivation; L2 proficiency; facilitative anxiety; motivation

Resumen

Debido al alto nivel de ansiedad y presión académica asociados con el examen de ingreso a la universidad en Corea del Sur, este estudio investigó los efectos de la ansiedad por aprender inglés en la desmotivación del aprendizaje del inglés y el rendimiento académico en estudiantes de tercer año de secundaria. Para determinar las correlaciones del efecto de la ansiedad por aprender inglés en ambos componentes, se seleccionaron 249 participantes de nueve clases de estudiantes de tercer año en una escuela secundaria académica en la provincia de Gyeonggi, Corea del Sur, para completar cuestionarios, cuyos datos se analizaron utilizando métodos cuantitativos métodos de estadística. Los análisis de regresión revelaron que la ansiedad por aprender inglés en los estudiantes masculinos y femeninos con las mejores calificaciones había afectado positiva y significativamente su rendimiento académico. Sin embargo, a excepción de los estudiantes varones de alto nivel, no se encontró que la desmotivación tuviera ningún efecto en el rendimiento de los estudiantes. Los resultados sugirieron que es importante diseñar medidas favorables a la educación para mejorar la motivación de los estudiantes de tercer año de secundaria y aliviar cualquier ansiedad excesiva.

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Citas

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