Factors that De-motivate EFL Students’ Class Participation at a School of Languages

Abstract

The goal of this qualitative study was to discover the nature of the factors that may demotivate university EFL students from participating in class. While previous studies conducted have focused on factors that affect classroom participation in general, this study involved in-depth interviews and observations in order to gain a comprehensive overview of the demotivating factors that impact EFL student participation levels. The study focuses on the participants’ participation habits and their perceptions of the factors that may inhibit it, that discourage learners from participating fully in class, and that effect learning negatively. The findings suggest that students’ perceptions of participation and their self-esteem and confidence affect their level of participation. They also indicate that the teacher’s role is an important variable in why students decide to remain silent.

Indonesian Pre-service English Teacher Education Students’ English-speaking Anxiety in Asking Questions

“…However, class participation is often a challenging effort. Even though students know the value of involvement, many remain mute throughout the class for various reasons [4]. Anxiety and discomfort, a lack of self-confidence and preparation, or even cultural differences influence students' passivity in learning.…”