The teacher’s use of motivational strategies is generally believed to enhance student motivation, yet the literature has little empirical evidence to support this claim. Based on a large-scale investigation of 40 ESOL classrooms in South Korea involving 27 teachers and more than 1,300 learners, this study examined the link between the teachers’ motivational teaching practice and their students’ language learning motivation. The students’ motivation was measured by a self-report questionnaire and a classroom observation instrument specifically developed for this investigation, the motivation orientation of language teaching (MOLT). The MOLT observation scheme was also used to assess the teachers’ use of motivational strategies, along with a posthoc rating scale filled in by the observer. The MOLT follows the real-time coding principle of Spada and Frohlich’s (1995) communication orientation of language teaching (COLT) scheme but uses categories of observable teacher behaviors derived from Dornyei’s (2001) motivational strategies framework for foreign language classrooms. The results indicate that the language teachers’ motivational practice is linked to increased levels of the learners’ motivated learning behavior as well as their motivational state.

/pdf/motivating-language-learners-a-classroom-oriented-2bno8v3gjz.pdf

Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation

The last ten years have seen the deepening and expansion of the process of internationalization in relation to higher education. This process is multi-faceted and has included the development of education 'brands' as governments and educational institutions become increasingly entrepreneurial in their approach to higher education. The number of students who choose to study abroad has also increased considerably. Although there is a growing academic literature on the internationalization of higher education, students' own perspectives - on their motivations, objectives and experiences - are sorely lacking. Student Mobilities, Migration and the Internationalization of Higher Education is intended to address this gap. Its strong empirical focus, drawing on case studies of mobile students from East Asia, mainland Europe and the UK, helps to develop an in-depth understanding of both the commonalities and differences in the experiences of students from different parts of the world who choose to move abroad to pursue a higher education. It discusses the implications of their movement for contemporary higher education and for our understanding of migration more generally.

Student Mobilities, Migration and the Internationalization of Higher Education

This article considers the practical and symbolic value of English in South Korea. We argue that English works as an index of South Korea's and South Koreans' cosmopolitan striving in the global order. We assert, however, that the values of English diverge across the class spectrum. We thus examine the life of English and cosmopolitanism through the narratives of three mothers with distinct class positions on their management of their children's English after-school education. We consider the mothers' interest in and commitment to their children's-and in some cases their own-English education as an inter-generational gendered project. We examine the ways in which mothers' management of this after-school English education speaks to their own class mobility (or maintenance) and cosmopolitan strivings. The article asserts that English works simultaneously as both a local and global sign, and that nationalism and cosmopolitanism are not contradictory. [South Korea, class, mobility, English language, education, cosmopolitanism] English has long been a class marker in South Korea: namely, knowledge of and comfort with English has been a sign of educational opportunity, and for some of the experience of travel or study abroad and of contact with foreigners in South Korea. Echoing many scholars, we appreciate "English" as an "ideological vehicle" because it has value that exceeds its practical use (Francis and Ryan 1998:27; see also Kachru 1982 and Olivio 2003). This said, however, the practical mastery of English is an increasingly valuable commodity throughout the world. As David Crystal (2003:4, 6) and others have powerfully asserted, it is arguably the world's first "global language," a language used by more people than any other language and one with a "special role that is recognized in every country." South Korea offers a case of the ascendance of English not as a first language (e.g., the United States, India), but as a powerful foreign language.1 Indeed in South Korea today there is a veritable English language mania.2 The size of the English education market in South Korea, for example, is estimated at over 4 trillion won per year (about $3,333 million) and the expenditures on English study abroad adds an additional trillion won (about $833 million).3 Furthermore, by 1997 already 70% of children in Seoul were participating in the English education market.4 In this paper we consider the practical and symbolic value of English in South Korea. We are particularly interested in its symbolic value as an index of South Korea's and South Koreans' cosmopolitan striving in the global order. We call particular attention to English as a sign and site of cosmopolitan yearning because this aspect of "English" can be obscured by the more obvious instrumentalities of English learning and mastery. By cosmopolitan striving, we refer to the desire to become "citizen[s] capable of living at home in the world." (Anagnost 2000:412). Thus the project of English in South Korea today speaks simultaneously to the escalating global power of English; to its class value (i.e., mobility); and to cosmopolitan striving. We examine these projects through the narratives of three mothers on their management of their children's English after-school education. The ethnographic data in this article is drawn from Park's two years of ethnographic research on mothers' management of their elementary school children's participation in South Korea's burgeoning private after-school education market (sakyoyuk sijang). The English private after-school education market (yongo sakyoyuk sijang) for young children has been booming since the mid-1990s, especially after it was announced in 1995 that English would become an elementary school subject. This English after-school market for children offers a highly stratified and diversified menu in terms of both format and price. English after-school programs include private and group tutoring (kwaoe) with Korean tutors or native English speakers; specialized English institutes (yongo chonmun hagwon); worksheets (haksupchi)5 that teachers visit the home to distribute, collect, and grade; and internet lessons. …

http://www.nancyabelmann.com/wp-content/uploads/article-class-and-cosmopolitan.pdf

Class and Cosmopolitan Striving: Mothers' Management of English Education in South Korea

‘Education fever’ drives the demand for English in South Korea today. One professor of politics has recently deplored the current pursuit of ‘English education’ (yeongeokyoyuk) in South Korea as a ‘collective neurosis of English fever’ (Y-M. Kim, 2002). What has brought this current English boom to South Korea? It can be traced back to the traditional ‘education fever’ (kyoyukyeol) or ‘preoccupation with education’ (Seth, 2002). The English boom resulting from the Korean education fever has led to a strong antipathy toward Koreans – even in English-speaking countries.This article explains how the current English boom in South Korea has been founded on the long tradition of education fever in the country, and why more and more Korean children are sent abroad to learn the English language. In addition, I also attempt to show the connection between this English boom and an associated antipathy toward the Korean language and Korean speakers in English-speaking countries.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S026607840900008X

‘English fever’ in South Korea: its history and symptoms

Private supplementary tutoring has long been a major phenomenon in parts of East Asia, including Japan, Hong Kong, South Korea and Taiwan. In recent times it has grown dramatically in other parts of Asia and in Africa, Europe and North America. The factors underlying the growth of private tutoring vary, but in all settings it has major implications for learning and livelihood. Families with the necessary resources are able to secure not only greater quantities but also better qualities of private tutoring. Children receiving such tutoring are then able to perform better in school, and in the long run to improve their lifetime earnings. By contrast, children of low‐income families who do not receive such benefits may not be able to keep up with their peers and may drop out of school at an earlier age. Tutoring also of course has a direct impact on the livelihoods of the tutors, providing employment and incomes for a range of professionals and amateurs of different age groups. The dynamics of inter‐relation...

/pdf/private-supplementary-tutoring-comparative-perspectives-on-2syw5h0p1h.pdf

Private supplementary tutoring: comparative perspectives on patterns and implications

Explains how Koreans' concern for achieving as much formal education as possible appeared immediatley before 1945 and quickly embraced every sector of society.

Education Fever: Society, Politics, and the Pursuit of Schooling in South Korea

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Education Fever: Society, Politics, and the Pursuit of Schooling in South Korea