Demotivation Experienced by English as Foreign Language (EFL) Learners in the Lao PDR

Xaypanya, Vanhnaly; Ismail, Shaik Abdul Malik Mohamed; Low, Hui Min

doi:10.1007/s40299-017-0355-0

Cited by 16 publications

(13 citation statements)

References 18 publications

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“…As previously mentioned, both anxiety and reduced confidence embody changes in an individual’s psychological wellbeing and will have an impact on learners’ demotivation. For example, to avoid embarrassment, a learner may feel too nervous to communicate with others in English after class ( Kikuchi, 2015 ; Xaypanya et al, 2017 ); a learner with low confidence will have self-doubt and be demotivated to learn English ( Falout et al, 2009 ; Hassaskhah et al, 2015 ; Karaca and Inan, 2020 ; Liu et al, 2020 ). These two aspects are specifically concerned with learners; thus, factor 4 is labeled “learner-related factor”.…”

Section: Resultsmentioning

confidence: 99%

“…A negative attitude about language learning is the second learner-related factor. Sometimes it is challenging for learners to realize the significance of learning a foreign language, and they may consider it difficult and useless to devote time to learning a foreign language ( Xaypanya et al, 2017 ). Study anxiety is the third learner-related factor.…”

Section: Literature Reviewmentioning

confidence: 99%

“…After Dörnyei (2001) investigated the definition of second language (L2) learning demotivation for the first time, more and more researchers have paid close attention to L2 learning demotivation (e.g., Falout and Maruyama, 2004 ; Kikuchi, 2009 ; Karaca and Inan, 2020 ). From the perspective of the cognitive approach and social psychology, researchers have expanded on the factors that negatively influence L2 learners’ motivation, that is, the demotivators ( Falout et al, 2009 ; Kim, 2011 ; Xaypanya et al, 2017 ). In China, with the promotion of new curriculum reform and the publication of the National English Curriculum Standards for General High School (2017), higher requirements for students’ English learning have been proposed.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Senior High School Students’ English Learning Demotivation in Mainland China

Gao

Liu

2022

Front. Psychol.

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In the last 20 years, much attention has been paid to learners’ demotivation. Researchers have conducted many studies on second/foreign language learning demotivation from the perspectives of social culture, social psychology, and so forth. In China, related studies have mainly focused on college students’ demotivation; scant attention has been paid to senior high school students. Regarding scale development, although much progress has been made, there remains a need for a scale with high reliability and validity that is suitable for students in the basic education stage. Therefore, based on previous studies and choosing Chinese senior high school students as participants, this research study developed a scale with 55 items, and exploratory factor analysis (EFA) was used to develop a 28-item scale with six dimensions. The six-dimensional construct encompasses teacher knowledge, important others, teacher responsibility, learner-related factors, learning contents, and critical incidents, which are the key factors leading to English learners’ demotivation. Among them, the factor of critical incidents is new and has been overlooked by other researchers. Moreover, the descriptive analysis demonstrated the degree to which the demotivators influence learners, and the independent samples t-test found a significant difference in the impact of critical incidents in terms of the students’ language proficiency. Ultimately, four suggestions are put forward to remotivate and sustain learners’ motivation.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring Senior High School Students’ English Learning Demotivation in Mainland China

Gao

Liu

2022

Front. Psychol.

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“…Since Chambers (1993) first explored demotivation in second language (L2) learning ( Dörnyei and Ushioda, 2021 ), there has been an increasing interest in studying students’ learning demotivation in language education (e.g., Falout and Maruyama, 2004 ; Kikuchi, 2009 ; Kim and Seo, 2012 ; Hassaskhah et al, 2014 ; Xaypanya et al, 2017 ; Kim et al, 2019 ; Karaca and Inan, 2020 ; Thorner and Kikuchi, 2020 ; Gao et al, 2022 ). Some factors influencing students’ demotivation have been identified, and they may be related to the students’ own psychological changes, such as excessive learning anxiety ( Xaypanya et al, 2017 ), reduced confidence ( Falout and Maruyama, 2004 ), and negative language attitude ( Kaivanpanah and Ghasemi, 2011 ). Alternatively, they may relate to the learning environment, such as boring learning material ( Husniyah, 2019 ), challenging tasks ( Lai, 2013 ), and disappointing exam results ( Sakai and Kikuchi, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

Revisiting students’ foreign language learning demotivation: From concepts to themes

Gao

Liu

2022

Front. Psychol.

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Demotivation is a common psychological phenomenon in foreign language learning. Having a good understanding of learners’ foreign language learning demotivation is conducive to enriching the fruits of psychological research on foreign language learning theoretically and practically by exploring effective ways to improve learners’ foreign language learning motivation. Therefore, this study entails an analysis of the selected literature from 2001 to 2021 to interpret the concept of foreign language learning demotivation, illustrate the research topics from the classification of demotivators and their relationships with other psychological factors, and fully describe the research methods and participants. Future research should expand theoretical perspectives, include more participants of different grades, and adopt multiple research methods.

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“…Although it is not researched as widely as motivation, demotivation has gained more interests among researchers and educators in recent years (Adara et al, 2019;Adara & Najmudin, 2020;Han et al, 2019;Haryanto et al, 2018). Several studies show that EFL learners may lose their interests and motivation during language learning process (Rajabi & Pozveh, 2016;Tanaka, 2017;Xaypanya et al, 2017). This gradual loss of motivation is what Dörnyei (2001) called as demotivation.…”

Section: Introductionmentioning

confidence: 99%

Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: A quantitative study

et al. 2021

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Covid-19 pandemic may pose a factor that reduces learners’ motivation. The present study aims to investigate the differences between demotivation factors of public and private high school EFL learners during the Covid-19 pandemic. The present study applies a quantitative method to obtain its data by distributing a set of questionnaires adapted from Sakai and Kikuchi (2009) to 61 high school students from public and private high schools. The findings indicate that both groups of learners are mostly demotivated by inadequate school facilities, test scores, and teachers’ competence and teaching styles. It can be said that despite the differences in teaching location, learners may be demotivated by the same variables. Therefore, it seems imperative for teachers and teaching institutions to provide better school facilities, reduce learners’ anxiety during tests, and improve teachers’ competence and teaching styles to overcome students’ demotivation. DOI: 10.26905/enjourme.v6i2.6519

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Demotivation Experienced by English as Foreign Language (EFL) Learners in the Lao PDR

Cited by 16 publications

References 18 publications

Exploring Senior High School Students’ English Learning Demotivation in Mainland China

Exploring Senior High School Students’ English Learning Demotivation in Mainland China

Revisiting students’ foreign language learning demotivation: From concepts to themes

Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: A quantitative study

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