Longitudinal effect of learning environment, learner motivation, and self-regulation strategies on EFL students’ L2 achievement

Youngmi Kim; Shinyu Oh; Tae-Young Kim

doi:10.30827/portalin.vi45.30620

Authors

Youngmi Kim Chung-Ang Unversity https://orcid.org/0000-0001-5630-0297
Shinyu Oh Chung-Ang Unversity
Tae-Young Kim Chung-Ang Unversity (Corresponding author) https://orcid.org/0000-0002-2622-3566

DOI:

https://doi.org/10.30827/portalin.vi45.30620

Keywords:

structural modeling, longitudinal effect, English learning motivation

Abstract

This study investigates the structural relationships among learning environment, English learning motivation, self-regulation strategies, and English achievement among elementary, junior high, and high school students in South Korea using structural equation modeling. We analyzed data from the Korean Education Longitudinal Study 2013, including the second year (sixth grade in elementary school), fifth year (third year in junior high school), and seventh year (second year in high school). The results reveal that as students progressed through different school levels, the factors influencing their English achievement varied. Specifically, self-regulation strategies, particularly behavioral regulation, consistently influenced English achievement regardless of school level. However, the direct impact of intrinsic motivation on learning English was observed only among high school students. This finding shows that factors directly affecting English achievement varied with changes in school level, which underscores the importance of educators and educational institutions recognizing the unique characteristics of students at different school levels. Moreover, it highlights the essential need to develop instructional strategies that enhance students’ motivation levels according to the school level.

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Author Biographies

Youngmi Kim, Chung-Ang Unversity

Department of English Education

Chung-Ang University

84 Heukseok-ro, Dongjak-gu

Seoul, 06974 South Korea

Shinyu Oh, Chung-Ang Unversity

Department of English Education

Chung-Ang University

84 Heukseok-ro, Dongjak-gu

Seoul, 06974 South Korea

Tae-Young Kim, Chung-Ang Unversity (Corresponding author)

Department of English Education

Chung-Ang University

84 Heukseok-ro, Dongjak-gu

Seoul, 06974 South Korea

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