The purpose of this study is to investigate the sub-factors constituting resilience, L2 learning motivation, and demotivation and to find differences among elementary, junior high, and high school students. A sequential mixed research method was adopt ...
The purpose of this study is to investigate the sub-factors constituting resilience, L2 learning motivation, and demotivation and to find differences among elementary, junior high, and high school students. A sequential mixed research method was adopted by implementing both qualitative and quantitative research methods. The interview data were analyzed by open, axial, and selected codings after verbatim translation. Based on the analysis of interviews, we revised the questionnaires for a quantitative approach. A set of questionnaires was distributed to 1,508 students and analyzed by using frequency analysis, reliability analysis of sub-factors constituting resilience, L2 learning motivation and demotivation. Resilience was composed of three sub-factors: controllability, positiveness, and realistic sociability. The elementary and junior high school students had high positiveness and sociability, and high school ones had a high level of sociality. The sub-factors of L2 learning motivation consisted of instrumentality (promotion), ought-to self, ideal self, family influence, instrumentality (prevention), and motivated behavior. Elementary and junior high school students showed a higher level of instrumentality (promotion) and ideal self vis-a-vis high school students. The sub-factors of L2 learning demotivation consisted of the compulsory nature of L2 learning and difficulty, negative attitude toward English speakers, inappropriate learning environment and learning group, negative perception of instructors and textbooks, and lack of confidence in L2 learning. For elementary school students, lack of self-confidence in L2 learning and negative perception of instructors and textbooks were major demotivating factors. For junior high school students, the compulsory nature of L2 learning was the major demotivational factor, whereas high school students were influenced by negative perceptions of instructors and textbooks. This research will help to pave the way to enhance students’ L2 learning motivation and to overcome their L2 learning demotivation.