Motivational Variability of Second Language Learning and Self‐Regulation: A Comparison Between Profiles in South Korea

Motivation plays a pivotal role in second/foreign language (L2) learning, yet it often fluctuates in response to academic and emotional challenges. Despite its importance, the temporal variability of L2 learning motivation remains underexplored. To address this gap, the present study examined the motivational trajectories of 33 Korean university students majoring in English education, with a focus on how self‐regulation strategies interact with motivational variability. Motivational trajectories were retrospectively reconstructed based on self‐rated motigraphs collected at a single time point, together with written reflections analyzing learning experiences across school years, with particular attention to four key participants. Based on motivation patterns and a scatter plot of average motivation and standard deviation, participants were categorized into two contrastive focal profiles: High Motivation, Low Variability (HMLV) and Low Motivation, High Variability (LMHV). Thematic analysis revealed that cognitive and emotional dimensions of self‐regulation were closely intertwined with motivational stability. HMLV cases showed more frequent and more balanced use of metacognitive, affective, and environmental controls, whereas LMHV cases showed fewer coded strategies overall and absent learner‐initiated environmental control. These findings underscore the critical role of emotional experiences in buffering against motivational loss and highlight the importance of creating emotionally supportive learning environments.