چکیده:
The study explored the probable significant relationship among demotivating factors, gender, educational fields, and reading proficiency of Iranian EFL learners. The participants in this study were 96 Iranian high school students, learning English as a foreign language (EFL). They were high school female and male students between 16 to 18 years of age. There was the initial population of over 150 students. A stratified random sampling procedure was used to have three groups of 32 from the three educational fields. Each group comprised 16 females and 16 males. There was a Persian questionnaire, which surveyed participants’ judgment on each demotivating factor in the process of language learning. Another instrument used in this study was the reading section of Cambridge Test of English Proficiency. The ex post facto design was used in this study. The findings revealed a significant relationship between the participants’ reading proficiency and language learning demotivating factors. The findings also showed a significant relationship between the participants’ educational fields and the demotivating factors. No significant relationship was found between the participants’ gender and demotivating factors. The findings also revealed that the participants reduced self-confidence and lack of inadequate school facilities and teachers are the most salient demotivating factors. The findings of the study have some pedagogical implications to improve teacher-training programs and language teaching paradigms.
خلاصه ماشینی:
com 1 Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran Received: 9 July 2018 Revision: 3 August 3, 2018 Accepted: 20 September 2018 Published online: 20 December 2018 The study explored the probable significant relationship among demotivating factors, gender, educational fields, and reading proficiency of Iranian EFL learners.
1. 2 Research Hypotheses In order to investigate the above questions, the following null hypotheses are stated: H01: There is no significant relationship between Iranian EFL learners’ reading proficiency and their demotivating factors to learn English.
He identified several factors that could hinder learners’ motivation including negative experiences with current and previous teachers, poor school facilities and materials, low self-confidence, bad opinions of the second language or its culture, negative attitudes of other group members, and the fact that language study is compulsory.
They collected data through questionnaire administration and found five factors related to students’ demotivation: course books, inadequate school facilities, test scores, non-communicative methods, and teachers’ competence and teaching styles.
Falout, Elwood, and Hood (2009) conducted a study on 900 university EFL learners to investigate demotivating factors in learning EFL in Japan, and the relationship between past demotivating experiences and present proficiencies.
He identified the teacher, lack of self-confidence, negative attitudes toward the L2, the compulsory nature of L2 study, interference of other languages, negative attitudes towards the L2 community, attitudes of group members, the course book, and inadequate school facilities as nine demotivating factors.
The demotivating factors that emerged from the answers were as follows: the teacher, learning material, learner characteristics, school environment, and learners’ attitude towards the English language.