Reasons for demotivation across years of study: voices from Iranian English major students

Hassaskhah, Jaleh; Zafarghandi, Amir Mahdavi; Fazeli, Maryam

doi:10.1080/01443410.2014.893557

Cited by 23 publications

(29 citation statements)

References 14 publications

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“…As argued by Kim & Kim (2016), demotivation can be influenced by external factors that happen to learners. Furthermore, the findings of Hassaskhah et al' (2015) study show that external factors such as institution-related categories (textbook, lack of facilities, school staff treatment and commitment, low quality education, or else) demotivate the participants the most. These factors are sourced from educational, school, social and economic matters.…”

Section: Online Learningmentioning

confidence: 88%

Analysis on the Differences in Efl Learners’ Demotivating Factors After Covid 19 Pandemic

Adara

Najmudin²

2020

Ta'dib

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The change in the learning environment as what happen ed in the aftermath of COVID 19 pandemic can lead to learners’ demotivation. The present study aims to analyze how COVID 19 pandemic can affect the differences in demotivation factors of a group of EFL learners. Therefore, a set of questionnaires were distributed before and during COVID19 pandemic. In addition, semi-structured interviews were conducted to gain deeper insights on the matter. The results suggest significant differences in demotivational factors that affect the respondents before and after COVID19 pandemic. Before the pandemic, inadequate school facilities were the most demotivating factor. After the pandemic, test scores become the most demotivating factor among the respondents. However, teachers’' related factors and learning materials still relatively affect the respondents after the pandemic. Besides, online learning was found to be one of the demotivational factors among the respondents as they feel deprived from real life inter-action and burdened with lack of stable internet connection and suitable gadgets for online learning. The results suggest that changing the learning environment can affect learners’ demotivation and motivation. Thus, it seems imperative for the teachers to be able to adapt their approach and materials to suit changing conditions especially during the pandemicAbstrak: Perubahan lingkungan belajar yang terjadi pasca pandemi COVID 19 dapat menyebabkan penurunan motivasi peserta didik. Penelitian ini bertujuan untuk menganalisis bagaimana pandemi COVID 19 dapat mempengaruhi perbedaan faktor demotivasi pada kelompok peserta didik EFL. Oleh karena itu, serangkaian kuesioner dibagikan sebelum dan selama pandemi COVID19. Selain itu, wawancara semi-terstruktur dilakukan untuk mendapatkan pemahaman yang lebih dalam tentang masalah tersebut. Hasil penelitian menunjukkan perbedaan signifikan pada faktor demotivasi yang mempengaruhi responden sebelum dan sesudah pandemi COVID19. Sebelum pandemi, fasilitas sekolah yang tidak memadai merupakan faktor yang paling menurunkan motivasi. Setelah pandemi, skor tes menjadi faktor yang paling mendemotivasi responden. Namun, faktor guru dan materi pembelajaran masih relatif mempengaruhi responden setelah pandemi. Selain itu, pembelajaran online ditemukan sebagai salah satu faktor demotivasi di kalangan responden karena mereka merasa kehilangan interaksi di kehidupan nyata dan dibebani dengan kurangnya koneksi internet yang stabil dan gadget yang sesuai untuk pembelajaran online. Hasil penelitian menunjukkan bahwa mengubah lingkungan belajar dapat mempengaruhi motivasi dan motivasi peserta didik. Oleh karena itu, sangat penting bagi para guru untuk dapat menyesuaikan pendekatan dan materi mereka agar sesuai dengan kondisi yang berubah terutama selama pandemi

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Section: Online Learningmentioning

confidence: 88%

Analysis on the Differences in Efl Learners’ Demotivating Factors After Covid 19 Pandemic

Adara

Najmudin²

2020

Ta'dib

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“…Kim (2015) interviewed 29 Korean college students to identify the demotivators in their study of English and obtained three demotivational factors including lack of meaningful purpose, lack of improvement and success experiences, and lack of self-determination. Hassaskhah, Zafarghandi & Fazeli (2015) administered a questionnaire survey to 308 Iranian English major students and found that the demotivators are at such levels as institution, important others, and self.…”

Section: Research Backgroundmentioning

confidence: 99%

A Questionnaire-based Study on Chinese University Students’ Demotivation to Learn English

Li¹,

Zhou²

2017

ELT

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This paper, adopting questionnaire survey method, investigated 367 non-key local university English as a Foreign Language (EFL) students' demotivation to learn English. The collected data revealed that there were two main categories of demotivators: internal factors (lack of intrinsic interest, experience of failure and lack of confidence, and unclear study goal) and external factors (teaching material, teaching process and teaching content, significant others, teachers' teaching competence and attitude of teachers, the relationship between teachers and students, teaching facilities and teaching environment). External factors are found to be more influential than internal ones in the participants' demotivation to learn English. The current study adds to the literature in that unclear study goal is an important demotivator in Chinese local non-key university EFL students' English study. The findings of this study will enrich the research of demotivation to learn English, and to provide an empirical basis for the needs analysis in English class and curriculum reform, as well as to provide reference for implementing central and local education policies.

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“…Of the six demotives, the first three were found to be the most influential sources of demotivation (learner-related) while inadequate school facilities were the least (Hassaskhah, Zafarghandi, & Fazeli, 2015). However, teacher-related factors were not found to have a strong influence compared to learning content and materials or test scores which were considered as the two most remarkable demotives among participants.…”

Section: Demotivating Factors:-mentioning

confidence: 95%

English-Major Students’ Perceptions of Demotivating Factors in Learning Reading.

Nguyen¹,

Pham.²

2017

IJAR

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Reading has been considered as an indispensable skill in helping students develop their minds as well as language competence. However, a number of students who major in English at Vietnamese colleges have not found learning reading appropriately motivated or even felt demotivated. This paper therefore reports on demotivating factors perceived by English major students in their reading classes. Using a descriptive design, a 38-item questionnaire was undertaken with 115 students who were major in applied English studies. The items were classified into four clusters of demotivating factors: teachers" negative feedback, learners, reading materials, and instruction. The findings indicate that two clusters related to teacher"s negative feedback and learners were found to be the most influential.

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Reasons for demotivation across years of study: voices from Iranian English major students

Cited by 23 publications

References 14 publications

Analysis on the Differences in Efl Learners’ Demotivating Factors After Covid 19 Pandemic

Analysis on the Differences in Efl Learners’ Demotivating Factors After Covid 19 Pandemic

A Questionnaire-based Study on Chinese University Students’ Demotivation to Learn English

English-Major Students’ Perceptions of Demotivating Factors in Learning Reading.

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