چکیده:
Motivation is a crucial factor in learning a foreign language. However, some
learners may become demotivated during their experience of learning a language.
Demotivation among learners has rarely been addressed from the teachers’
perspectives. The purpose of the current study was to investigate novice and
experienced English as a foreign language (EFL) teachers’ perceptions of sources of
demotivation among language learners. Initially, through convenience sampling,
different institute teachers were contacted. Thirty novice (n = 15) and experienced (n
= 15) English language teachers volunteered to participate in face-to-face semistructured
interviews to investigate their beliefs about sources of learners’
demotivation. Content analysis was run to extract relevant demotivation sources, and
frequency analysis was used to summarize and report the data. The findings revealed
that both novice and experienced teachers had largely similar perceptions of sources
of demotivation. Both groups indicated that method of instruction, teacher
personality, classmates’ behaviors, anxiety, and physical environment of the
language institutes have the potential to negatively affect motivation in learners.
However, they differed in the degree of importance they attached to the factors
falling within each of these demotivation sources. The findings suggest that teachers
need to develop an awareness of the sources of demotivation among learners and the
strategies to cope with them.
خلاصه ماشینی:
The purpose of the current study was to investigate novice and experienced English as a foreign language (EFL) teachers’ perceptions of sources of demotivation among language learners.
g. , Bravo, Intriago, Holguín, Garzon, & Arcia, 2017; Busari, 2018; Chen, Kuo, & Kao, 2016; Djaya, Imran, & Sahabuddin, 2018; Lila, 2016; Vodopivec & Bagon, 2016; Wijnen, Loyens, Wijnia, Smeets, Kroeze, & Van der Molen, 2018) believe that motivation is one of the major influential factors in an individual’s success for learning a second or foreign language.
g. , Al-Khairy, 2013; Alavinia & Sehat, 2012; Jahedizadeh, Ghanizadeh, & Ghonsooly, 2016) shows that the sources of EFL learners’ demotivation as perceived by novice and experienced teachers is still under-researched.
They found eight factors as the sources of demotivation, which included difficulties in learning, threats to self-worth, boring teaching, weak teacher-student relationship, punishments, general anxiety, language-specific anxiety, lack of self-determination, and weak classroom management.
62 Journal of Modern Research in English Language Studies 6(4), 59-81, (2019) Furthermore, Falout and Maruyama (2004) examined the demotivating factors concerning EFL learning as well as their relationship with the demotivating experiences.
Table 1 Demotivating Sources and Their Descriptions Themes Sub-themes Description Method of Teachers’ English Referring to the instruction language deficiency quality of teaching Teachers’ confidence in classroom and to control the class students’ perception Teachers’ frequent of learning mistakes and flaws Teacher inability to clearly convey ideas Teachers’ Unfriendly teacher Referring to the Personality Unsociable teacher personality Teachers’ lack of characteristic of the interest teachers and the Teachers’ personality way students feel like humorousness, comfortable, strictness, etc.