Learner Perceptions of Demotivators in the EFL Classroom : Experiences of Failure on Learning Outcomes

Xie, Jianling; Wei, Tianlan; Zeng, Yan; Jonathan, Lobsenz; Chen, Xi

doi:10.18823/asiatefl.2018.15.2.17.491

Cited by 6 publications

(9 citation statements)

References 3 publications

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“…The participants have positive responses against the use of EIP to improve their speaking performance. These findings were aligned with previous studies conducted by (de Burgh-Hirabe, 2019;Kuehn, 2019;Mulyono et al, 2021;Samira, 2014;Tsai, 2018;Wahyuningsih & Afandi, 2020;Xie et al, 2018).…”

Section: Students' Perception Of Eip In Improving the Students' Speak...supporting

confidence: 92%

“…Recently, one of the influencing factors in this process is mastering the English language in order to be able to communicate with nations from other countries (Muslem et al, 2019). English fever in China is creating the world's largest population of English-language users (Xie et al, 2018). Many governments in Asia, including China, Korea, and Singapore, advocate for EMI policies in courses because of their benefits to both institutions and their students (Jang & Wood, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Students� Perception of the English Intensive Program in Improving Non-English Majored Students� Speaking Performance

Ubaedillah¹,

Pranoto²,

Fatmasari³

2021

RILL

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This study aims to determine students' perception of the English Intensive Program (EIP) in improving students' speaking performance. The Cross-sectional survey design was designed to analyze a detailed and in-depth analysis using google forms to distribute the research questionnaires. The researcher used two instruments to find the required data and determine students' perception of EIP, namely questionnaires and speaking performance test reports. The researcher combined the two instruments to support the research data. Researchers recruited 40 students as samples from non- English departments. The findings show that after implementing the EIP, the students' speaking performance experienced a significant increase of 74.12, which means EIP positively impacts improving students' speaking performance. In addition, the student's perception of EIP was 88.2% strongly agree and agree, which means the implementation of EIP in improving students' speaking performance is EIP functions effectively.

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Section: Students' Perception Of Eip In Improving the Students' Speak...supporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Students� Perception of the English Intensive Program in Improving Non-English Majored Students� Speaking Performance

Ubaedillah¹,

Pranoto²,

Fatmasari³

2021

RILL

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“…There are studies that identified that negative teacher behavior pushed EFL students to become demotivated in class (Dörnyei Z., 2001;Tang & Hu, 2022;Alavinia & Seha, 2012;Krishnan & Pathan, 2013;Xie, et al, 2018;Takase, Niitani, Imai, & Okada, 2019;Tang & Hu, 2022;Huwari, et al, 2023). Others reported that loss of task value and low expectancy for success are the main demotivators in EFL class (Sakai & Kikuchi, 2009;Wadesango & Machingambi, 2011;Moiinvaziri & Razmjoo, 2014;Jahedizadeh, Ghanizadeh, & Ghonsooly, 2016;Kim & Kim, 2016;Jiwon & Tae-young, 2017;Nishida & Yashima, 2017;Boonchuayrod & Getkham, 2019;Yan & He, 2019;Talpur, Kakepoto, & Jalbani, 2021;Choi & Kim, 2023).…”

Section: Demotivation For Attendancementioning

confidence: 99%

“…Others reported that loss of task value and low expectancy for success are the main demotivators in EFL class (Sakai & Kikuchi, 2009;Wadesango & Machingambi, 2011;Moiinvaziri & Razmjoo, 2014;Jahedizadeh, Ghanizadeh, & Ghonsooly, 2016;Kim & Kim, 2016;Jiwon & Tae-young, 2017;Nishida & Yashima, 2017;Boonchuayrod & Getkham, 2019;Yan & He, 2019;Talpur, Kakepoto, & Jalbani, 2021;Choi & Kim, 2023). Some studies found that students had problems with their learning environment which made them demotivated in their EFL class (Sakai & Kikuchi, 2009;Meshkat & Hassani, 2012;Krishnan & Pathan, 2013;Xie et al, 2018;Adara et al, 2021;Talpur, Kakepoto, & Jalbani, 2021;Wang & Littlewood, 2021;Huwari et al, 2023;Zhou, Zhan, & Jawing, 2023). Another demotivating factor for EFL attendance is attributed to the students' lack of self-discipline (Zhou, Zhan, & Jawing, 2023).…”

Section: Demotivation For Attendancementioning

confidence: 99%

Understanding the Japanese University Students’ Motivation and Demotivation in Attending EFL Classes

Ed. D.

2024

IAJSS

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The purpose of this study was to identify the motivation and demotivation of Japanese university students in attending English as a Foreign Language (EFL) classes. The participants included 455 students who took English courses for the first semester of 2023 from two private universities in Japan. The data was collected using a five-point Likert scale motivation and demotivation survey comprised of 24 items and two open-ended questions through an online questionnaire. The results from the quantitative and qualitative strands indicated that the motivation of the respondents towards attending EFL classes is mainly extrinsic. The basis of extrinsic motivation comprised getting credit, getting good grades, and knowing the tips for the exam. In addition, Japanese university students showed low demotivation towards attending EFL classes based on teacher-related, class content-related, and personal factors. The thematic analysis revealed that the students have low expectations for success and lack of self-discipline. From a cultural perspective, these findings reveal that the Japanese tend to blame themselves rather than point fingers at others to maintain harmony even in their academic life. The findings of this study can be used by EFL instructors, school administrators, and curriculum developers to offer interventions intended to motivate the demotivated EFL students to improve class attendance and help Japanese university students achieve academic success.

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“…While the study of L2 demotivation first started in Europe (e.g., Chambers, 1993;Oxford, 1998), it blossomed in East Asian countries including Japan, Korea, and China (e.g., Kikuchi, 2009;Sawyer, 2007;Xie et al, 2018;Zhou, 2012). Multiple factors likely contribute to this development: (a) all countries in this region are monolingual, (b) the study of English is mandatory, (c) English belongs to a different language family, thus is difficult to master, and (d) the East Asian educational values and practices tend to center around competition.…”

Section: Studies On Demotivatorsmentioning

confidence: 99%

Learner Perceptions of Demotivators in the EFL Classroom : Conceptual Framework and Scale Development

Xie¹,

Xie²,

Yan³

et al. 2021

The Journal of AsiaTEFL

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Grounded in social cognitive theory and expectancy-value theory, the current study aimed to present a demotivation scale -Learner Perceptions of Demotivators Scale (LPDS)designed specifically for use in L2 research and tested empirically to provide evidence of its construct, validity, and reliability. Study 1 sample consisted of 295 Chinese college English learners. An exploratory factor analysis offered preliminary support for a factor structure comprising three dimensions: negative teacher behavior, loss of task value, and low expectancy for success. Study 2 sample consisted of another 320 Chinese college English learners. The proposed factor structure was further corroborated through confirmatory factor analysis, and support for its validity was provided by means of correlating the three dimensions with academic performance and self-efficacy measures. Specifically, all the correlations were negative except for the positive association between academic performance and negative teacher behavior. Further, whereas the model fit confirmed a well-fitting second-order model, one low first-order loading (negative teacher behavior) does not seem to support a second-order factor model. Therefore, the three dimensions should be regarded as separate to best capture the nuances of different demotivators. By establishing a nomological network (demotivation, academic performance, and self-efficacy), the current study illuminates selected aspects of ESL pedagogy.

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Learner Perceptions of Demotivators in the EFL Classroom : Experiences of Failure on Learning Outcomes

Cited by 6 publications

References 3 publications

Students� Perception of the English Intensive Program in Improving Non-English Majored Students� Speaking Performance

Students� Perception of the English Intensive Program in Improving Non-English Majored Students� Speaking Performance

Understanding the Japanese University Students’ Motivation and Demotivation in Attending EFL Classes

Learner Perceptions of Demotivators in the EFL Classroom : Conceptual Framework and Scale Development

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