The dynamics of second-language learning experience and motivational variability: Focusing on a reflective autobiography

This study aims to qualitatively explore the dynamics of the second-language (L2) learning experience and L2 learning motivation among college students in South Korea. In total, 25 college students in South Korea completed a reflective autobiography explaining their previous L2 learning experience and a graph representing their perceived level of L2 learning motivation over a decade. Their essays were analyzed using a three-step coding procedure including open, axial, and selective coding. Participants were categorized into four groups based on their average scores and standard deviations for their perceived levels of L2 learning motivation. The findings suggest that the level and stability of L2 learning motivation are closely linked to learners’ self-efficacy and mindset. Learners with stable motivation tended to demonstrate characteristics of a growth mindset, whereas those with higher motivational variability showed limited evidence of such beliefs. The results further indicate that educational interventions are needed to support L2 learners in formulating a growth mindset so they can maintain and increase L2 learning motivation.