Evolving Motivations in Korean Language Learning: A Study of First-Year KFL Students in the United States

ABSTRACT This study examines the initial motivations and evolving factors influencing first-year Korean as a Foreign Language (KFL) learners at a U.S. institution during the 2022–2023 academic year. Employing a longitudinal survey-based design, this research captures shifts in motivations within a cohort of first-year Korean language students at three key points throughout the academic year. The findings reveal that initial motivations were predominantly driven by interest in Korean popular culture and intrinsic interest in language learning. However, as the academic year progressed, there was a notable shift toward academic and career-related motivations, highlighting the development of students’ “Ideal L2 Selves” (Dörnyei, 2005, 2009) and increased “Instrumentality” (Gardner, 1985) in their language learning goals. While many students expressed high levels of motivation and satisfaction with their semester experiences, external factors such as scheduling conflicts, limited credit availability, and the prioritization of major-related courses also influenced some students’ decisions to discontinue their studies. These findings underscore the dynamic nature of language learning motivation and highlight the importance of addressing practical constraints in program design. The insights gained can inform the development of effective teaching strategies and policies to enhance student retention and success in Korean language programs across the United States.