Demotivating Factors of Learning English in Classroom: A Case of University Students in Kurdistan Region of Iraq

Abstract

Recently, demotivation has attracted researchers' attention in the field of second language (SL) and foreign language (FL) learning. Therefore, many studies from different educational contexts have been conducted to explore what factors influence ESL/EFL learners' demotivation. The present mixed-methods study aims to explore EFL learning demotivating factors, their major sources, and possible effect of gender on these factors. In so doing, quantitative and qualitative data were collected from Fifty-seven Kurdish learners of English (26 females and 31 male) through questionnaires and online written interviews. The results revealed some possible factors and their sources of the learners' demotivation and showed that gender difference was effective for one factor, but not for the others. Finally, some pedagogical implications and possible solutions were presented.

Afghan EFL Learners’ Perceptions towards Factors Causing Demotivation in Learning English and Strategies to Make Them Motivated

“…Another motivating tool for learners is selecting teaching materials and activities based on the real needs and interest of the learners. It is similar with the suggestions of Hawraz Qader Hama (2022) as he suggests that "Foreign language, classroom materials should be chosen in a way that reflects the students' needs, interests and real-world issues." From the findings of this study inferred those English teachers in designing teachinglearning contexts that are interesting and can boost student's confidence in using English as a foreign language.…”