Demotivating Factors in the Foreign Language Learning: An Analysis of the Past Studies

Peer pressure and web-based peer learning: an exploratory case study

“…In the end, the students seemed used to peer pressure, were acting upon it, and invested in learning in the WPL context. On the one hand, the power that peer pressure had to motivate or demotivate the students toward peer group membership, affiliation, or disaffiliation was similar to other educational settings (e.g., Jiang & Dewaele 2019 ; Ranjha et al, 2021 ). In this sense, the power of peer pressure in the context of web-based learning is nothing special, as it is present in other social settings.…”

“…For example, Zhao’s ( 2021 ) quantitative analysis of American students enrolled in a course on building information modeling showed that peer pressure may motivate students in a socially valued way (e.g., to work hard), such that they align themselves with the overall ambiance of the mini-society in which they and their peers exist. In contrast, Ranjha et al’s ( 2021 ) review study showed that peer pressure may de-motivate some students to learn. When peers found that they might not be accepted as members of a peer society, they gave up on trying to catch up with others.…”

“…In this phenomenon, individuals’ peers pressure them to do or not do something against their wishes in exchange for making them a member of, or affiliated with, the peer group (Clasen & Brown, 1985 ). Peer pressure may come from diverse sources and may produce positive, negative, or mixed effects on the pressured individual (Boruah, 2016 ; Ranjha et al, 2021 ). Relevant topics have been widely documented in educational settings, where students’ behaviors with their peers are a key focus (e.g., Zhao 2021 ).…”

“…For example, some students, triggered by what they observe to be their academic gap or by their self-esteem, are pressured to academically perform as well as their peers (Chang et al, 2014 ; Liu et al, 2001 ). On another note, students may feel frustrated when they cannot become a member of a peer group (Jiang & Dewaele, 2019 ; Ranjha et al, 2021 ). In the context of WPL, students are presumably pressured because peer learning is a key element of their learning plan but is an open learning method where their satisfactory or unsatisfactory performance is made known to their peers and may result in peer pressure (Vanderhoven et al, 2015 ).…”

Lack of Self-Efficacy and Resistance to Innovation Impact on Insufficient Learning Capabilities: Mediating the Role of Demotivation and Moderating the Role of Institutional Culture

“…The present study will address some gaps does exist in the literature like (1) being one of the important topics like linguistic along with learning capabilities although researched although but still not reached its peak, (2) Wu et al (2021), worked on the students learning capabilities development whereas the present study will work on insufficient learning capabilities along with moderation effect of demotivation and moderation effect of institutional culture in China, (3) Hamidova and Ganiyeva (2020), worked on foreign language learning with the view to competence development whereas the present study will work on insufficient learning capabilities along with students demotivation, linguistic knowledge, family support and resistance to innovation in China, (4) Amarakoon et al (2018), worked on the learning capabilities along with innovation whereas the present study will test the insufficient learning capabilities along moderation and mediation effect in Chinese perspective with a new data set, (5) the present study will check the model in Chinese perspective with new data set, and (6) Ranjha et al (2021) worked on the demotivation factor in foreign language learning whereas the present study will investigate the insufficient learning capabilities with moderation and mediation effect in China.…”