A Study of Demotivational Factors in Iranian ELT Context: Resolutions and Attitudes from Teachers
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)مسعود طاهری لَرکی 1 , رضا عیدی 2
1 - مدرس گروه زبان و ادبیات فارسی، دانشگاه فرهنگیان، شهرکرد، ایران
2 - مدرس گروه زبان و ادبیات فارسی، دانشگاه فرهنگیان، شهرکرد، ایران
کلید واژه: motivation, Attitude, Demotivation, Demotivating Factors, Motivating Factors,
چکیده مقاله :
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.
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.
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