چکیده:
The main focus of this study was to investigate to what extent Iranian intermediate EFL learners were motivated to learn English. Besides, an attempt was made to find the differences between teachers and learners in terms of their perceptions of demotivation sources and the strategies used to reduce them. To that end, some two hundred Intermediate English learners doing their BA’s in different fields, one hundred experienced EFL teachers with at least three years of experience, and 80 novice EFL teacher with less than three years of experience were asked to participate in the survey and share their perceptions of demotivation sources as well as strategies to reduce demotivation. For this survey study, a quantitative approach was adopted. The results revealed that all the motivational constructs of Attitude/Motivation Test Battery (AMTB) considerably decreased as the EFL learners were preceding along the course. Furthermore, Demotivation Sources Questionnaire (DSQ) and Demotivation Reduction Strategies Questionnaire (DRSQ) were distributed among the chosen participants, and one-Way ANOVA was run to examine any statistically significant difference between the three groups of participants’ perceptions or priorities of two constructs. The findings revealed that there was no remarkable difference between the perceptions and priorities of three groups. The study concluded with several suggestions for language teachers and
خلاصه ماشینی:
researchers in different language classes across the world (Hamada, 2008; Hu, 2011; Khoshsima & Hashemi Toroujeni, 2017; Kim, 2009; Meshkat & Hassani, 2012; Sakai & Kikuchi, 2009; Sharififar & Akbarzadeh, 2011).
Research Question Two Is there any statistically significant difference between Iranian intermediate EFL learners, experienced teachers, and novice teachers’ perceptions of sources of demotivation?
Research Question Three: Is there any statistically significant difference between Iranian intermediate EFL learners, experienced teachers, and novice teachers’ perceptions of the most effective strategies used to reduce learners’ demotivation?
Hypothesis 2: There is no statistically significant difference between Iranian intermediate EFL learners, experienced teachers, and novice teachers’ perceptions of sources of demotivation.
Hypothesis 3: There is no statistically significant difference between Iranian intermediate EFL learners, experienced teachers, and novice teachers’ perceptions of the most effective strategies used to reduce learners’ demotivation.
To answer the research question one, we needed to compare two means of AMTB administration sessions in order to find out any statistically significant difference between them to attribute it to the change of EFL learners’ motivation and their positive or negative attitudes towards learning English in ILI.
In other words, based on the obtained results of paired sample t-test, it can be concluded that there was a statistically significant difference between mean scores of EFL learners as respondents of the study across pre-test and post-test of the motivation questionnaire.