Korean Journal of English Language and Linguistics 

About: Korean Journal of English Language and Linguistics is an academic journal published by Korean Association for the Study of English Language and Linguistics, KASELL. The journal publishes majorly in the area(s): Vocabulary & Stress (linguistics). It has an ISSN identifier of 1598-1398. Over the lifetime, 401 publications have been published receiving 427 citations. The journal is also known as: Korean Journal of English Language and Linguistics & Korean journal of english language and linguistics.

The Effect of Korean Secondary School Students' Perceptual Learning Styles and Ideal L2 Self on Motivated L2 Behavior and English Proficiency

Abstract: In this study, 495 Korean secondary school students' visual, auditory, and kinesthetic preferences, ideal L2 self, motivated L2 behavior, and English proficiency were analyzed based on questionnaire surveys. Identifying possible effect of the participants' perceptual learning styles and ideal L2 self on their motivated L2 behavior was followed by an investigation of all variables' impact on English proficiency. The influence of the visual learning style and the ideal L2 self on motivated L2 behavior indicates that the students' visual style preference contributes strongly to the forming of a vivid ideal L2 self, which in turn results in a higher level of motivated L2 behavior. As for the effect of the variables on English proficiency, the more motivated L2 behavior the students exhibited, the higher achievement they obtained, but the impact was not notably powerful. Based on these findings, it is suggested that Korean secondary school students’ motivation to learn English can be increased by enabling them to realize and develop their ideal L2 self through group discussion or individual journal writing.

Korean Elementary School Students’ Perceptual Learning Style, Ideal L2 Self, and Motivated Behavior

Abstract: This study reports the questionnaire results obtained from 974 Korean elementary school students. Their visual, auditory, and kinesthetic styles were compared with their ability to imagine their future, ideal L2 self, and motivated behavior. The students were mainly visually oriented and this orientation was significantly correlated with their ideal L2 self and motivated behavior, as was the students’ auditory orientation. In one gender differentiated finding, females preferred both visual and auditory learning styles, while males preferred the kinesthetic learning style. Regression analysis indicated that the students’ ideal L2 self is the most stable factor for predicting their motivated behavior, but that learning style preference also exerts a significant influence on students’ motivated behavior. These study results imply that Dornyei’s L2 motivational self-system can be expanded by incorporating various types of perceptual learning styles. Both visual and auditory styles positively affect students’ English learning motivation by creating and maintaining their ideal L2 self.