فهرس المقالات Demotivating Factors

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  1 - University Students’ Perception of Demotivating Factors in Learning English as a Foreign Language
  نفیسه حسین پور حسین حیدری تبریزی
  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 أکثر

  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. تفاصيل المقالة
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  2 - Iranian EFL Teachers’ Attitudes towards Demotivational Factors in Najafabad Institutes
  Behnaz Babadi Marzieh Rafiee
  AbstractIn this study, the researchers examined the sources of demotivation among adult language teachers in Najafabad language institutes. Two objectives were pursued in the process of implementing this research: 1) Determining the main sources of demotivation among ad أکثر

  AbstractIn this study, the researchers examined the sources of demotivation among adult language teachers in Najafabad language institutes. Two objectives were pursued in the process of implementing this research: 1) Determining the main sources of demotivation among adult teachers teaching in Najafabad language institutes 2) Uncovering the most significant demotivating factors among English adult teachers in Najafabad. Based on convenience sampling, seventy male and female teachers were chosen as the participants of this study. The questionnaire used in this study, Teacher Demotivation Questionnaire (TDQ), contained four parts: students’ attitudes in class (SAC), teaching materials and facilities (TMF), research and working condition (RWC) and human relations (HR). Fifty copies of the questionnaire were distributed among the teachers. One-sample t-test was utilized to examine the statistical significance of the analyses. Comparing the findings, the most demotivating factors in SAC, TMF, RWC and HR were "Students are not interest in studying", "low teacher evaluation from students", "low pay" and "little appreciation from the administration", respectively. Among four subsections of the questionnaire, "students’ attitude" and "research and working conditions" were more influential and regarded as more effective demotivating factors. تفاصيل المقالة
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  3 - A Study of Demotivational Factors in Iranian ELT Context: Resolutions and Attitudes from Teachers
  مسعود طاهری لَرکی رضا عیدی
  10.30495/lct.2022.699176
  The authors, in the current study, looked at the causes of demotivation among adult language instructors at the language schools in Shahrekord and Brujin. The participants in this study were 50 EFL teachers. Data were gathered using the Teacher Demotivation Questionnair أکثر

  The authors, in the current study, looked at the causes of demotivation among adult language instructors at the language schools in Shahrekord and Brujin. The participants in this study were 50 EFL teachers. Data were gathered using the Teacher Demotivation Questionnaire (TDQ), which Sugino (2010) developed. The data from this study were analyzed using a one-sample t-test and some independent-sample t-tests. When comparing the results, it was found that "Students are not interested in studying," "low teacher evaluation from students," "low pay," and "little appreciation from the administration" were, in order, the most demotivating factors in SAC, TMF, RWC, and HR. "Students' attitude" and "research and working conditions" were more significant and regarded as more potent demotivating factors among the questionnaire's four subsections. In light of all the various suggestions for solutions, it appeared that the teachers' demands for higher pay and commuter reimbursement were the most demoralizing elements of all. The results of this study have some pedagogical and practical ramifications for teachers, administrators, and L2 students. تفاصيل المقالة
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  4 - Development of Models for the Motivating and Demotivating Factors to Learn English among Iranian Azerbaijani and Kurdish EFL Learners
  فرعان Rasoulian Fazlolah Samimi Shahram Afraz
  10.30495/ttlt.2022.692160
  This study explores the motivating and demotivating factors among Kurdish and Azerbaijani EFL freshmen students in Iranian Kurdistan and Azerbaijan universities. The motive behind extracting motivating and demotivating factors was discovering the causes of their failure أکثر

  This study explores the motivating and demotivating factors among Kurdish and Azerbaijani EFL freshmen students in Iranian Kurdistan and Azerbaijan universities. The motive behind extracting motivating and demotivating factors was discovering the causes of their failureinEnglish learning and offering solutions. Collecting qualitative data was in accord with grounded theory, a three-session semi-structured interview running with 18 interviewees and a focus group with six from each university separately to brainstorm their ideas. The researchers then transcribed and codified the data according to Corbin and Strauss’s (2015) systematic steps of open, axial, and selective coding. For validation, one of the researchers interviewed the same number of students in Payameh Noor universities of Mahabad (with Kurdish students) and Miyandoab (Azerbaijanic students). Subsequently, in line with the body of literature and the data, six joint demotivating factors and 30 categories were obtained for both ethnic groups. In addition, seven motivational factors together with 29 categories were discovered, out of which three were related to Azerbaijani students leading to an integrative type of motivation, and four for Kurdish students making instrumental motivation. The proposed models are helpful for policymakers of education and those who care about better English instruction. تفاصيل المقالة