Demotivation and Remotivation Among Uzbek Learners of Korean: An L2 Motivational Self System Perspective

초록

This study examines the motivational dynamics of Uzbek learners of Korean through the lens of Dörnyei’s Second Language (L2) Motivational Self System. Twelve participants from Uzbekistan completed motivation-tracking surveys and participated in semi-structured interviews. Analyses of motivational trajectory graphs and interview data revealed patterns of demotivation and remotivation shaped by environmental, intrapersonal, and sociocultural factors. Demotivation was primarily associated with L2 Learning Experience, including limited instructional access and negative classroom experiences whereas remotivation stemmed from supportive teachers, short-term successes, cultural engagement with Korean media, and career aspirations. Family and peer influences further illustrate the ambivalent role of the Ought-to L2 Self. Overall, the findings indicate that motivation among Uzbek learners of Korean is cyclical and context-dependent, offering insights for sustaining engagement in less commonly taught languages.

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