EFL 중학생들의 L2 학습 동기와 공감 능력 요인: 공감 수준과 성별에 따른 차이

Abstract

L2 Learning Motivation Factors and Empathetic Ability of EFL Middle School Students: Differences based on Empathy Level and Gender Se Young Choe Advisor: Kyung Ja Kim, Ph.D Major in English Education Graduate School of Education, Chosun University This research investigates the L2 learning motivations and empathic abilities of EFL middle school students. Following an examination of empathic abilities, the study categorizes participants into groups displaying high and low empathic level. Subsequently, it explores potential disparities in motivational factors within two groups. Furthermore, this study examines whether differeneces exist in both empathic and motivational dimensions based on gender. The survey was administered to 90 male students and 137 female students in grades 1, 2, and 3 of EFL middle school, utilizing a 5-point Likert scale. Methodologically, descriptive statistics and independent sampleㄴ t-tests were applied to analyze empathic abilities and L2 learning motivations, and differences in two empathic levels and gender. The study yields the subsequent summary of results. Middle school students' L2 learning motivational factors were derived from previous studies and encompassed ideal L2 self, ought-to L2 self, L2 learning attitude, instrumentality, and parental encouragement. Among these, instrumentality (M=3.42) demonstrated the highest mean. Conversely, L2 learning attitude (M=2.46) was showed the lowest mean. Empathic ability was dichotomized into cognitive empathy (perspective-taking and fantasy) and affective empathy (empathic concern and personal distress). Cognitive empathy (M=3.45) exhibited a higher mean than affective empathy (M=3.29). Of the sub-factors, perspective-taking (M=3.57) attained the highest mean, while personal distress (M=3.28) registered the lowest mean. The participants based on the average empathic ability (M=3.37, SD=.61) were grouped into the higher group (M=3.84) and the lower group (M=2.90). The higher group displayed universally higher levels in all L2 learning motivation factors compared to the lower group. Statistically significant differences were identified in ought-to L2 self (higher: M=3.01 vs. lower: M=2.79, p=.042) and parental encouragement (M=3.42 vs. M=3.11, p=.018). These outcomes suggest a potential influence of empathic ability on the students’ motivational process of learning L2. An exploration of L2 learning motivations and empathic ability factors across gender revealed that, on average, female students exhibited higher levels in ideal L2 self (male: M=2.64 vs. female: M=2.89, p=.057), instrumentality (M=2.34 vs. M=3.48, p=.256), and empathic concern (M=3.27 vs. M=3.33, p=.533). Notably, within the realm of cognitive empathy, both perspective-taking (M=3.36 vs. M=3.65, p=.028) and fantasy (M=3.04 vs. M=3.52, p=.001) exhibited statistically significant differences favoring female students. Based on the research findings, teaching implications and suggestions for the future study are discussed.