Demotivation: Affective states and learning outcomes

Falout, Joseph; Elwood, James A.; Hood, Michael

doi:10.1016/j.system.2009.03.004

Cited by 190 publications

(153 citation statements)

References 14 publications

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“…Other investigations have explored why learners lose interest in studying English (e.g., Alavinia, 2012;Hood, 2009;Sakai & Kikuchi, 2009;Falout & Maruyama, 2008;Trang & Baldauf, 2007). Studies that advocate strategies to enhance intrinsic and external motivational components in language learners were carried out by Lai and Ting (2013), Alexenoamen (2009) and Williams and Burden (1997).…”

Section: Context Of the Problemmentioning

confidence: 99%

Motivators for Demotivators Affecting English Language Acquisition of Saudi Preparatory Year Program Students

Daif-Allah¹,

Alsamani²

2013

ELT

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This study aims at investigating the demotivating factors that discourage Preparatory Year Program (PYP) students from learning the English language. It also proposes and tests the effectiveness of a set of academic and administrative approaches on enhancing English language acquisition of 102 Saudi PYP Students taking an EFL summer course in the Deanship of Educational Services, Qassim University. The quantitative and qualitative data were collected by means of questionnaire, analysis of test scores, classroom observation, teachers' feedback and informal interviews with students. The findings specified nine significant extrinsic demotivators affecting Saudi students' EFL learning where a set of practical strategies were implemented to remotivate students and help them learn English better. On top of these strategies came reduction of class size, weekly quizzes and extracurricular activities. The results of the research indicated that the proposed strategies were very successful in restoring PYP students' motivation, increasing the amount of their learning, developing teachers' promptness and establishing good rapport between students and teachers.

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Section: Context Of the Problemmentioning

confidence: 99%

Motivators for Demotivators Affecting English Language Acquisition of Saudi Preparatory Year Program Students

Daif-Allah¹,

Alsamani²

2013

ELT

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“…It was also found that learners with no or a little motivation were more affected by lack of intrinsic motivation than the individuals with moderate and high motivation. Falout, Elwood, and Hood (2009) investigated the relationship between students' demotivation and coping strategies with respect to their proficiency level, age, and major. The results revealed that beginning, less-proficient students in non-English majors had the least control over their affective states to cope with de-motivating experiences than advanced, English learners.…”

Section: Introductionmentioning

confidence: 99%

Context-specific dynamics of demotivators in foreign language education

Ghanizadeh¹,

Jahedizadeh²

2015

IJRSLL

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Demotivators broadly refer to the forces that diminish students' inspiration to learn or the absence of the forces that derives effective learning. Demotivators are responsible for a host of negative repercussions in educational settings. Nevertheless, demotivators and their multi-dimensional nature still remain an uncharted territory that awaits further investigations in foreign language domain. In this study, the context-specific dynamics of demotivators are studied. In particular, this study delves into English as a Foreign Language (EFL) learners' levels of demotivation across two different milieus of English learning in Iran, namely, language institutes, and universities. To measure students' demotivation, the study employed the Persian version of 'de-motivation scale' designed and validated by Sakai and Kikuchi (2009) and translated to Persian by Ghanizadeh and Jahedizadeh (forthcoming). The scale measures six demotivators; teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. The results demonstrated that there is a statistically significant difference between the two groups in terms of six demotivation constructs in which institute students experienced higher levels of demotivation than university learners. Among the six demotivators, lack of interest (t=5.52, p<0.05) had the highest difference in the two settings followed by classroom materials (t=5.52, p<0.05).Classroom environment (t=2.97, p<0.05), on the other hand, beheld the lowest difference. The other demotivators fell somewhere in between: teachers (t=4.80, p<0.05), characteristics of classes (t= 4.90, p<0.05), and experiences of failure (t= 4.83, p<0.05). The findings were discussed in the light of above statistical analyses and the pertinent implications were presented.

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“…In tune with the finding of Falout et al (2009), teachers are capable of making students interested in English by avoiding demotivating behaviors such as mono-methodic teaching. In addition, they are able to limit demotivation by souring students' self-steem.…”

mentioning

confidence: 99%