A Qualitative Approach to Korean EFL Students’ L2 Motivation and Directed Motivational Currents

This exploratory study investigated second language (L2) learning motivation and directed motivational current (DMC) among South Korean English as a foreign language (EFL) students using a qualitative research method. A modified DMC presurvey and semi-structured interviews were conducted. Of the 34 survey respondents, five students who had studied English for over 13 years and who showed high DMC intensity were selected. This study examined the common and distinctive DMC factors in three stages: initial, middle, and end. At the initial stage, self-directed goals and positive L2 learning experiences initiated the DMC. At the middle stage, a sense of responsibility and positive emotionality sustained the DMC. Throughout the DMC process, students experienced positive emotions such as satisfaction and confidence, which reinforced their motivated behaviors and increased their energy to immerse themselves in accomplishing their goals. At the end stage, the DMC concluded or diminished with goal achievement. The analytical findings enhanced our understanding of Korean EFL learners’ DMC, and this paper offers related insights for future research and educational practice.