Why we do and what we do: The experience of good english language learners

Sue Jeong Shin, Hyun Joo Song, Hyun Kyu Choi, Myung Hwan Hwang, Hyuna Lee, Youn Mi Cathy Lee, Rosa Oh, Hee Kyung Lee

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This narrative inquiry explores how good English language learners’ (GELLs) L2 motivation and usage of language learning strategies change over time based on the onset age of active English learning in the Korean English as a foreign language (EFL) context. And also the current study examines how GELLs learn English. The authors investigated a total dataset of 83 GELLs from 25 autobiographical books on “How I succeed in learning English as a foreign language.” Results indicated that as GELLs’ language proficiency increased, their L2 motivation changed in different patterns depending on the onset age of active English learning. Second, GELLs preferred metacognitive, cognitive, memorization, and social strategies both at the beginning and advanced stage of the English learning process regardless of the onset age of active learning. Finally, GELLs acquired English through a well-balanced language course regardless of the onset age of active learning. Pedagogical implications and future research suggestions are also discussed.

Original languageEnglish
Pages (from-to)130-147
Number of pages18
JournalJournal of Asia TEFL
Volume15
Issue number1
DOIs
Publication statusPublished - 2018 Mar 1

Fingerprint

English language
experience
learning
foreign language
language course
language
learning strategy
learning process
narrative

All Science Journal Classification (ASJC) codes

  • Education
  • Linguistics and Language

Cite this

Shin, S. J., Song, H. J., Choi, H. K., Hwang, M. H., Lee, H., Lee, Y. M. C., ... Lee, H. K. (2018). Why we do and what we do: The experience of good english language learners. Journal of Asia TEFL, 15(1), 130-147. https://doi.org/10.18823/asiatefl.2018.15.1.9.130
Shin, Sue Jeong ; Song, Hyun Joo ; Choi, Hyun Kyu ; Hwang, Myung Hwan ; Lee, Hyuna ; Lee, Youn Mi Cathy ; Oh, Rosa ; Lee, Hee Kyung. / Why we do and what we do : The experience of good english language learners. In: Journal of Asia TEFL. 2018 ; Vol. 15, No. 1. pp. 130-147.
@article{49951e97f9c341bdaa27a153933117b8,
title = "Why we do and what we do: The experience of good english language learners",
abstract = "This narrative inquiry explores how good English language learners’ (GELLs) L2 motivation and usage of language learning strategies change over time based on the onset age of active English learning in the Korean English as a foreign language (EFL) context. And also the current study examines how GELLs learn English. The authors investigated a total dataset of 83 GELLs from 25 autobiographical books on “How I succeed in learning English as a foreign language.” Results indicated that as GELLs’ language proficiency increased, their L2 motivation changed in different patterns depending on the onset age of active English learning. Second, GELLs preferred metacognitive, cognitive, memorization, and social strategies both at the beginning and advanced stage of the English learning process regardless of the onset age of active learning. Finally, GELLs acquired English through a well-balanced language course regardless of the onset age of active learning. Pedagogical implications and future research suggestions are also discussed.",
author = "Shin, {Sue Jeong} and Song, {Hyun Joo} and Choi, {Hyun Kyu} and Hwang, {Myung Hwan} and Hyuna Lee and Lee, {Youn Mi Cathy} and Rosa Oh and Lee, {Hee Kyung}",
year = "2018",
month = "3",
day = "1",
doi = "10.18823/asiatefl.2018.15.1.9.130",
language = "English",
volume = "15",
pages = "130--147",
journal = "Journal of Asia TEFL",
issn = "1738-3102",
publisher = "The Asian Association of Teachers of English as a Foreign Language",
number = "1",

}

Shin, SJ, Song, HJ, Choi, HK, Hwang, MH, Lee, H, Lee, YMC, Oh, R & Lee, HK 2018, 'Why we do and what we do: The experience of good english language learners', Journal of Asia TEFL, vol. 15, no. 1, pp. 130-147. https://doi.org/10.18823/asiatefl.2018.15.1.9.130

Why we do and what we do : The experience of good english language learners. / Shin, Sue Jeong; Song, Hyun Joo; Choi, Hyun Kyu; Hwang, Myung Hwan; Lee, Hyuna; Lee, Youn Mi Cathy; Oh, Rosa; Lee, Hee Kyung.

In: Journal of Asia TEFL, Vol. 15, No. 1, 01.03.2018, p. 130-147.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Why we do and what we do

T2 - The experience of good english language learners

AU - Shin, Sue Jeong

AU - Song, Hyun Joo

AU - Choi, Hyun Kyu

AU - Hwang, Myung Hwan

AU - Lee, Hyuna

AU - Lee, Youn Mi Cathy

AU - Oh, Rosa

AU - Lee, Hee Kyung

PY - 2018/3/1

Y1 - 2018/3/1

N2 - This narrative inquiry explores how good English language learners’ (GELLs) L2 motivation and usage of language learning strategies change over time based on the onset age of active English learning in the Korean English as a foreign language (EFL) context. And also the current study examines how GELLs learn English. The authors investigated a total dataset of 83 GELLs from 25 autobiographical books on “How I succeed in learning English as a foreign language.” Results indicated that as GELLs’ language proficiency increased, their L2 motivation changed in different patterns depending on the onset age of active English learning. Second, GELLs preferred metacognitive, cognitive, memorization, and social strategies both at the beginning and advanced stage of the English learning process regardless of the onset age of active learning. Finally, GELLs acquired English through a well-balanced language course regardless of the onset age of active learning. Pedagogical implications and future research suggestions are also discussed.

AB - This narrative inquiry explores how good English language learners’ (GELLs) L2 motivation and usage of language learning strategies change over time based on the onset age of active English learning in the Korean English as a foreign language (EFL) context. And also the current study examines how GELLs learn English. The authors investigated a total dataset of 83 GELLs from 25 autobiographical books on “How I succeed in learning English as a foreign language.” Results indicated that as GELLs’ language proficiency increased, their L2 motivation changed in different patterns depending on the onset age of active English learning. Second, GELLs preferred metacognitive, cognitive, memorization, and social strategies both at the beginning and advanced stage of the English learning process regardless of the onset age of active learning. Finally, GELLs acquired English through a well-balanced language course regardless of the onset age of active learning. Pedagogical implications and future research suggestions are also discussed.

UR - http://www.scopus.com/inward/record.url?scp=85044949562&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85044949562&partnerID=8YFLogxK

U2 - 10.18823/asiatefl.2018.15.1.9.130

DO - 10.18823/asiatefl.2018.15.1.9.130

M3 - Article

AN - SCOPUS:85044949562

VL - 15

SP - 130

EP - 147

JO - Journal of Asia TEFL

JF - Journal of Asia TEFL

SN - 1738-3102

IS - 1

ER -