Development of Models for the Motivating and Demotivating Factors to Learn English among Iranian Azerbaijani and Kurdish EFL Learners
محورهای موضوعی : نشریه زبان و ترجمهفرعان Rasoulian 1 , Fazlolah Samimi 2 , Shahram Afraz 3
1 - English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - English Department, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
3 - English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran
کلید واژه: motivation, Demotivating Factors, Motivating Factors, De-motivation, Semi-structural analysis,
چکیده مقاله :
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.
تحقیق حاضر زمینه های نادیده گرفته شده از عوامل انگیزشی و انگیزشی EL را در میان دانشجویان تازه وارد EFL کرد و آذربایجان در دانشگاه های کردستان ایران و آذربایجان بررسی می کند. انگیزه استخراج عوامل کشف علل شکست آنها در یادگیری زبان انگلیسی و ارائه راه حل بود. جمع آوری داده های کیفی مطابق با تئوری مبنایی ، یک مصاحبه 3 جلسه ای نیمه ساختاریافته با 18 مصاحبه شونده و گروه متمرکز با 6 نفر از هر دانشگاه به طور جداگانه برای ایده پردازی ایده های آنها بود. محققان سپس داده ها را طبق مراحل سیستماتیک برنامه نویسی باز ، محوری و انتخابی رونویسی و کدگذاری کردند. برای تأیید اعتبار ، یکی از محققان با همین تعداد دانشجو در دانشگاه های پیام نور مهاباد (با دانشجویان کرد) و میاندوآب (با دانشجویان آذربایجانی) مصاحبه کرده است. متعاقباً ، متناسب با مجموعه ادبیات و داده ها ، 6 عامل غیرانگیزشی مشترک همراه با 31 مقوله برای هر دو گروه قومی بدست آمد. علاوه بر این ، هشت عامل انگیزشی همراه با 34 مقوله کشف شد که چهار عامل مربوط به دانشجویان آذربایجانی منجر به ایجاد انگیزه از نوع تلفیقی و چهار عامل دیگر نیز درمیان دانشجویان کردی باعث ایجاد انگیزه ابزاری شد. مدلهای پیشنهادی برای سیاستگذاران و کسانی که به آموزش بهتر انگلیسی توجه دارند ، مناسب است.
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