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

초록

In this study, we explored the primary learning environment factors, motivation factors, and self-regulation strategies observed among elementary, junior high, and high school students in South Korea. Additionally, we investigated grade-level differences in these factors and their impact on English achievement by using structural equation modelling. 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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