From EFL Teachers’ Perspective: Impact of EFL Learners’ Demotivation on Interactive Learning Situations at EFL Classroom Contexts

Minalla, Amir Abdalla

doi:10.5539/elt.v15n3p1

“…learning as a critical process can highlight familiar scenarios, sharing relatable activities to be immersed with (Minalla, 2022).…”

Section: Discussionmentioning

confidence: 99%

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

0

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This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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“…Finally, by proving that students tracked the direction of classroom activities, it implies a favourable development of learning and study habits for their future literacy development. Thus, L2 learning as a critical process can highlight familiar scenarios, sharing relatable activities to be immersed with [99].…”

Section: Discussionmentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

¹

,

Garcia

²

2023

Preprint

0

View full text Add to dashboard Cite

This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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“…With the help of the present study's findings, Saudi EFL teachers should be better equipped to identify the main factors for their student's demotivation and offer solutions. For example, teachers could design interactive classroom activities that reflect EFL learners' interests, culture, and everyday experiences to stimulate student learning (Minalla, 2022).…”

Section: Conclusion Implications and Further Studiesmentioning

confidence: 99%

Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks Preparatory Year Programme Students

Anwar Qurban,

Meccawy

2023

ELT

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While several studies in L2 deal with motivation in English language learning, demotivation has recently become the focus of much research. Following Sakai and Kikuchi's (2009) theoretical framework, this study aims to investigate the demotivation factors that affect Saudi students learning English in the Preparatory Year Programme (PYP) at a Saudi university. The data were collected from a random sample of 221 university students from the Arts Track (103) and the Science Track (118). Quantitative and qualitative data were collected using a questionnaire with two open-ended questions and analysed using SPSS and content analysis. The results revealed that the main demotivating factor that affects both tracks is ‘experience of failure and test score’. In addition, there was no significant difference between the students on the Arts Track and the Science Track pertinent to factors such as: 'experiences of failure and test scores', 'class environment', and 'learning content and materials.' However, there was a significant difference between the two tracks related to 'teachers' competence and teaching styles', 'characteristics of the classroom' and students' 'lack of interest' factors. The study's findings may have broader implications because they suggest that teachers can significantly impact students' intrinsic motivation as they can motivate low-performing students and those who have failed. It also suggests that teachers should dissuade students from comparing themselves to their classmates, avoid making comparisons among students, and use more communicative language teaching methods. Saudi pre-service and in-service EFL instructors should be better prepared to identify the primary sources of their students' demotivation and provide solutions to improve the learning environment.

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From EFL Teachers’ Perspective: Impact of EFL Learners’ Demotivation on Interactive Learning Situations at EFL Classroom Contexts

Cited by 7 publications

References 11 publications

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks Preparatory Year Programme Students

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