The purpose of this study is to investigate the sub-factors constituting resilience, motivation, and demotivation in English learning and to find differences among elementary, junior high, and high school students in Korea. A sequential mixed research method was adopted by implementing both qualitative and quantitative research methods. The interview data were analyzed by open, axial, and selected codings after verbatim translation. Based on the analysis of interviews, we modified the questionnaires for a quantitative approach. A set of questionnaires was distributed to 1,508 students and analyzed by using frequency analysis, reliability analysis of sub-factors constituting resilience, motivation, and demotivation. Resilience was composed of three subactors: controllability, positiveness, and sociability. The elementary and junior high school students had high positiveness and sociability, and high school ones had a high level of sociability. The sub-factors of English learning motivation consisted of instrumentality (promotion), ought-to self, ideal self, family influence, instrumentality (prevention), and motivated behavior. Elementary and junior high school students showed a higher level of instrumentality (promotion) and ideal self vis-a-vis high school students. The sub-factors of L2 learning
demotivation consisted of the compulsory nature of English learning and difficulty, negative attitude toward English speakers, inappropriate learning environment and learning group, negative perception of instructors and textbooks, and lack of confidence in English learning. For elementary school students, lack of self-confidence in English learning and negative perception of instructors and textbooks were major demotivating factors.
For junior high school students, the compulsory nature of English learning was the major demotivational factor, whereas high school students were influenced by negative perceptions of instructors and textbooks.