A study explored the language use patterns, motivations and attitudes toward Americans or the British in the formal English-as-a-foreign-language (EFL) classroom, changes in orientations and motivations, and instructional preferences of limited-English-proficient Korean high school students. Subjects were 40 male and 40 female students randomly selected from two Korean high schools in 1995. Results indicated that the students' language use was restricted to instrumental purposes, that their orientation was intrinsic and extrinsic as well as instrumental and integrative, that instrumental orientation appeared relatively homogeneous while extrinsic motivation was distributed among several sub-scales, and that extrinsic/intrinsic orientations and motivations were mostly involved with developmental changes, which interacted with attributed and classroom factors. In addition, females reported more positive views about the target language, culture, or community than did males. Excerpts from student comments are used to illustrate the findings. Instructional implications are discussed. (Contains 198 references) (MSE)