Abstract
This phenomenological inquiry examined how ten non-traditional Korean women sustained their motivation while studying English at a community-based Women’s Resources Development Center in South Korea. Framed by Constructivist Learning Theory and Self-Determination Theory, the study considered the personal, classroom, social, and institutional conditions that helped or hindered persistence. Data were gathered through a researcher-developed semi-structured interview guide that was reviewed by experts, translated for participant understanding, and supported by member checking. Thematic analysis of verbatim transcripts revealed that motivation was strengthened by enjoyment in lifelong learning, friendships formed in class, the participants’ emerging identity as capable “global grandmothers,” and the teacher’s supportive rapport. At the same time, language anxiety, difficult lessons, limited parking, aging classroom technology, and unstable connectivity reduced comfort and interrupted learning. In response, the study proposes a zero-budget learning motivation plan focused on humane teacher practices, peer sharing, future-self activities related to travel and family communication, reflective learning routines, and regular institutional feedback. The findings suggest that mature adult ESL learners value functional, identity-related communication more than native-like performance and that language learning can support social integration, family connection, confidence, and continued personal growth.
Keywords: Adult ESL motivation, qualitative phenomenology, global grandmothers, institutional friction, South Korea