Analyzing EFL learners’ demotivating factors in blended learning context

Abstract

In second language and foreign language learning, demotivation in learning is a common occurrence. Almost all previous studies on learners’ demotivation focused on traditional classroom learning environment rather than blended learning setting. This paper investigates learner perceptions of demotivating factors for Chinese EFL college students in blended learning context. 272 college sophomores with varied majors from a university in Mid-East China took part in a questionnaire survey. The questionnaire, consisted of 34 4-point Likert type items about learners’ demotivation in a blended EFL learning environment, was adapted from Kikuchi’s demotivation questionnaire and Xie’s LPDS (Learner Perceptions of Demotivator Scale). An exploratory factor analysis was performed to explore the factor structure of the questionnaire items. Then mean scores of items loading on each factor were calculated and independent samples t-test analysis was adopted to examine the differences of demotivating factors between different groups of participants. Five demotivating factors from the questionnaire were extracted. The findings reveal a newly discovered factor: learners’ lack of self-discipline in online learning. The paper indicates that there is no significant difference of these five demotivating factors between male and female learners, and between rural and urban learners. Whereas less motivated learners perceive four among the five factors to be more demotivating than more motivated learners.

Understanding the Japanese University Students’ Motivation and Demotivation in Attending EFL Classes

“…Both sleepiness and school refusal behavior can indicate a lack of self-discipline which are demotivating factors for EFL students to attend classes. This echoes the study of Zhou, Zhan, & Jawing (2023) where lack of self-discipline was pointed as a demotivating factor for Chinese EFL college students. However, these findings do not completely coincide with Tsuchiya (2006) who stated that demotivation in the Japanese EFL context is caused by some external and internal forces despite having the desire to progress because the thematic analysis showed that some students do not have the desire to progress.…”

“…Concerning demotivation in the EFL context, researchers acknowledge this issue as a significant concern (Gao & Liu, 2022;Wu & Ding, 2022). Various factors contribute to this prevalent problem such as negative teacher behavior, loss of task value, low expectancy for success, problems with the learning environment, and lack of self-discipline (Zhou, Zhan, & Jawing, 2023). When we think of the demotivating factor towards EFL classes, the teacher factor comes to mind first.…”

“…Others reported that loss of task value and low expectancy for success are the main demotivators in EFL class (Sakai & Kikuchi, 2009;Wadesango & Machingambi, 2011;Moiinvaziri & Razmjoo, 2014;Jahedizadeh, Ghanizadeh, & Ghonsooly, 2016;Kim & Kim, 2016;Jiwon & Tae-young, 2017;Nishida & Yashima, 2017;Boonchuayrod & Getkham, 2019;Yan & He, 2019;Talpur, Kakepoto, & Jalbani, 2021;Choi & Kim, 2023). Some studies found that students had problems with their learning environment which made them demotivated in their EFL class (Sakai & Kikuchi, 2009;Meshkat & Hassani, 2012;Krishnan & Pathan, 2013;Xie et al, 2018;Adara et al, 2021;Talpur, Kakepoto, & Jalbani, 2021;Wang & Littlewood, 2021;Huwari et al, 2023;Zhou, Zhan, & Jawing, 2023). Another demotivating factor for EFL attendance is attributed to the students' lack of self-discipline (Zhou, Zhan, & Jawing, 2023).…”

“…Some studies found that students had problems with their learning environment which made them demotivated in their EFL class (Sakai & Kikuchi, 2009;Meshkat & Hassani, 2012;Krishnan & Pathan, 2013;Xie et al, 2018;Adara et al, 2021;Talpur, Kakepoto, & Jalbani, 2021;Wang & Littlewood, 2021;Huwari et al, 2023;Zhou, Zhan, & Jawing, 2023). Another demotivating factor for EFL attendance is attributed to the students' lack of self-discipline (Zhou, Zhan, & Jawing, 2023).…”

“…Conversely, demotivation happens when a student loses any interest in language learning (Dörnyei Z., 2001). Based on prior studies, Zhou et al (2023) identified five demotivational factors which included negative teacher behavior, loss of task value, low expectancy for success, problems with the learning environment, and lack of self-discipline. The lack of profound engagement in academic studies has extreme importance in higher education, especially in the privately owned sector; nevertheless, the problem of absenteeism has not yet received sufficient attention in the field of teacher education globally, in particular in the field of English as a Foreign Language (EFL) at college and university education level (Yan & He, 2019).…”