University Students’ Perception of Demotivating Factors in Learning English as a Foreign Language
الموضوعات :نفیسه حسین پور 1 , حسین حیدری تبریزی 2
1 - Department of English Language, Falavarjan Branch, Islamic Azad University, Isfahan, Iran
2 - Department of Foreign Language, Isfahan (khorasgan) Branch, Islamic Azad University, Isfahan, Iran
الکلمات المفتاحية: motivation, Iranian EFL learners, Demotivating Factors in Learning EFL, General English Proficiency,
ملخص المقالة :
Demotivation is a relatively new topic in the field of second or foreign language acquisition which is in need of more rigorous research. In this regard, the present study was an attempt to investigate demotivating factors in learning English as a foreign language in an Iranian context. To this end, 382 Persian learners of English were selected through stratified clustering sampling procedure to participate in this mixed method study. The Data was collected through a 40-item Likert type questionnaire. The Factor analysis of the data extracted seven factors including a) inadequate facilities, b) reduced self-confidence, c) class characteristics, d) lack of purpose to study English, e) teaching methods, f) teachers and teaching styles, and g) negative attitudes toward English and the culture of English-speaking countries as demotivators. The Students’ perceptions of these seven factors were compared based on their general English proficiency levels. The Results revealed that low proficient learners perceived reduced self-confidence and negative attitudes more demotivating than their counterparts at other levels of proficiency.
Al-Khairy M. H. (2013). English as a foreign language learning demotivational factors as perceived by undergraduates. European Scientific Journal, 9 (32), 365-382.
Arai, K. (2004). What ‘demotivates’ language learners?: Qualitative study on demotivational factors and learners’ reactions. Bulletin of Toyo Gakuen University, 12, 39-47.
Den Brok, P., J. Levy, M. Brekelmans, T. Wubbles (2005). The effect of teacher interpersonal behavior on students’ subject-specific motivation. Journal of Classroom Interaction, 40 (2), 20–33.
Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78 (3), 273-284.
Dörnyei, Z. (2001a). Teaching and researching motivation. Harlow: Longman.
Dörnyei, Z. (2001b). Motivation strategies in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Falout, J. & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28 (8), 3-10.
Falout, J., Elwwod, J. & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37, 403–417.
Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage.
Hasegawa, A. (2004). Student demotivation in the foreign language classroom. Takushoku Language Studies, 107, 119-136.
Ikeno, O. (2002). Motivating and demotivating factors in foreign language learning: A preliminary investigation. Ehime University Journal of English Education Research, 2, 1–19.
Kearney, P., Plax, T.G., & Allen, T.H. (2002). Understanding student reactions to teachers who misbehave. In J. L., Chesebro & J.C. McCroskey (Eds.), Communication for Teachers (pp.127–140). Boston: Allyn & Bacon.
Keblawi, F. (2006). Demotivation among Arab learners of English as a Foreign Language. Retrieved from http://www. readingmatrix.com/ conference/pp/ proceedings2005/ keblawi.pdf
Kikuchi, K. & Sakai, H. (2009). Japanese learners’ demotivation to study English: A survey study. JALT Journal, 31 (2), 183-204.
Lee, J. & Lee, Ch. (2011). Demotivation factors in learning English for elementary school students. Primary English Education, 17 (1), 327-355.
Millette, D.M. & Gorham, J. (2002). Teacher behavior and student motivation. In J. L., Chesebro &J. C. McCroskey (Eds.), Communication for Teachers (pp. 141–153). Boston: Allyn & Bacon.
Noels, K.A., Cle ´ment, R., & Pelletier, L.G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83 (1), 23–34.
Oxford, R. L. (1998). The unravelling tapestry: Teacher and course characteristics associated with demotivation in the language classroom: Demotivation in foreign language learning. Paper presented at the TESOL ’98 Congress, Seattle, WA, March.
Potee, N. (2002). Teacher immediacy and student motivation. In D. M., McInerney & S., Van Etten (Eds.), Sociocultural Influences on Motivation and Learning: A Historical Perspective (pp. 207–223) Greenwich, Connecticut: Information Age Publishing.
Rudnai, Z. (1996). Demotivation in learning English among secondary school students in Budapest. Unpublished master thesis. Eo ¨tvo ¨s Lora ´nd University, Budapest, Hungary.
Sakai, H. & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37, 57–69.
Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th Ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Tabatabaei, O. & Molavi, A. (2012). Demotivating Factors Affecting EFL Learning of Iranian Seminary Students. International Education Studies, 5 (1), 181-190.
Takako, T. (2005). Teacher influence on learner motivation . The Journal of Educational research, 35, 49-58.
Tsuchiya, M. (2004a). Factors in demotivation concerning learning English: A preliminary study of Japanese university students. The Kyushu Academic Society of English Language Education, 32, 39-46.
Tsuchiya, M. (2004b). Factors in demotivation concerning learning English: A preliminary study of Japanese university students. The Kyushu Academic Society of English Language Education (KASELE), 32, 39-46.
Tsuchiya, M. (2006a). Factors in demotivation of lower proficiency English learners at college. The Kyushu Academic Society of English Language Education (KASELE), 34, 87-96.
Tsuchiya, M. (2006b). Profiling of lower achievement English learners at college in terms of demotivating factors. Annual Review of English Language Education in Japan (ARELE), 17, 171-180.
