Third-country-born North Korean Defectors’ English Learning Motivation: A Case Study with Retrospective Motigraph and Interviews

Abstract

This research aims to explore the factors that influence the motivation and demotivation of third-country-born North Korean defectors in their English learning experiences, both before and after settling in South Korea. Motigraph and semi-structured interviews were conducted with two third-country-born North Korean defectors, and the transcribed interviews were analyzed based on Grounded theory. Overall, motivation to learn English significantly increased after settlement in South Korea. Prior to settlement, factors such as accessible or easy English classes and the aspiration to enter middle school positively impacted motivation, whereas memorization-oriented teaching methods decreased English learning motivation. Post-settlement, specific learning goals such as employment or university entrance, teacher encouragement, and comparison with South Korean students, emerged as motivating factors. However, challenges such as learning English grammar and difficulties with English language acquisition in a Korean-speaking environment made learning English difficult. Finally, we discussed strategies to assist third-country-born North Korean defectors in adapting to English education after settling in South Korea, focusing on practical and educational support.