Structural relationship between L2 learning motivation and resilience and their impact on motivated behavior and L2 proficiency
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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L2 motivation has been extensively researched worldwide.
“While some positive variables such as L2 motivation have been extensively researched worldwide (e.g., MacIntyre, 2016; Kim and Kim, 2021)”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Kim and Kim, 2021
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- Authors
- Kim, T.-Y., & Kim, Y.
- Affiliations
- Chung-Ang University (KR)
- Corresponding author
- Kim, Tae-Young
- Venue
- Journal of Psycholinguistic Research
- Published
- 2020-07-20
- Volume
- 50
- Issue
- 2
- Pages
- 417-436
- ISSN
- 0090-6905 (ISSN-L)
- 1573-6555
- OpenAlex
- W3044213500
- Cited by
- 75
- References
- 62
- Citations by year
- 2026: 12 · 2025: 19 · 2024: 20 · 2023: 7 · 2022: 13 · 2021: 3 · 2018: 1
- FWCI
- 26.79
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Psycholinguistic Research (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- second language motivation, resilience, motivated behavior, second language proficiency, EFL learners, sociability, life satisfaction, realistic optimism, instrumental motivation, university students
- MeSH terms
- Humans, Language, Learning, Motivation, Students, Multilingualism
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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