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

Gao, Lixiang; Liu, Honggang

doi:10.3389/fpsyg.2022.1030634

Cited by 9 publications

(9 citation statements)

References 31 publications

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“…Therefore, Factor 1 is named demotivation. Both external and internal factors possibly result in English learning demotivation ( Gao et al, 2022 ; Gao and Liu, 2022 ). Demotivated learners experience low confidence caused by external factors, such as a change in learning environment (item 6) and possible highly challenging tasks in English class (item 10).…”

Section: Resultsmentioning

confidence: 99%

“…The current study found students’ demotivation level to be higher than their exhaustion level, indicating that they might be more likely to experience reduced motivation in English learning, such as having declining English learning interest and self-confidence, than to feel physically and mentally exhausted in the process of learning English. Demotivation occurs in everyday English learning at different educational levels (e.g., high school and university levels; see Hassaskhah et al, 2015 ; Xaypanya et al, 2017 ; Gao et al, 2022 ; Gao and Liu, 2022 ). It could be caused by external factors, such as the incompetence of language teachers and inappropriate teaching materials or methods ( Kikuchi, 2009 ; Karaca and Inan, 2020 ; Wang and Guan, 2020 ; Wu et al, 2020 ), and internal factors, such as prior language learning experience, interest, anxiety and negative attitudes ( Kim, 2011 ; Shin-Hye, 2015 ; Xaypanya et al, 2017 ; Wang and Guan, 2020 ; Wu et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

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English learning burnout: Scale validation in the Chinese context

Liu

Zhong

2022

Front. Psychol.

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While there has been considerable research on learning burnout in educational psychology, it has received little attention in language education. To fill this gap, the present study aims at exploring the construct of English learning burnout (ELB) and examining the levels of this complex construct in a large sample of 1,213 Chinese senior high school students utilizing a 15-item Senior High School English Learning Burnout Scale. A two-dimensional structure of ELB comprising exhaustion and demotivation was extracted by exploratory factor analysis and validated by confirmatory factor analysis. A descriptive analysis showed low levels of global ELB and exhaustion and a moderate level of demotivation. The findings suggest that teachers should be mindful of fostering students’ self-regulated strategies to alleviate their ELB.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

English learning burnout: Scale validation in the Chinese context

Liu

Zhong

2022

Front. Psychol.

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“…Concerning demotivation in the EFL context, researchers acknowledge this issue as a significant concern (Gao & Liu, 2022;Wu & Ding, 2022). Various factors contribute to this prevalent problem such as negative teacher behavior, loss of task value, low expectancy for success, problems with the learning environment, and 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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“…1.1 Demotivating Factors for Foreign Language Learning According to You and Liang (2022), demotivation is the reduction of motivation level caused by negative external factors. In foreign language learning, demotivation is a common aspect (Gao & Liu, 2022). From various research conducted, it is discovered that there are several aspects influencing students' demotivation, such as learning anxiety (Xaypanya et al, 2017), learning content (Meshkat & Ebrahimi, 2012) and also the nature of the target language (Husniyah, 2019), to cite a few.…”

Section: Literature Reviewmentioning

confidence: 99%

“…From various research conducted, it is discovered that there are several aspects influencing students' demotivation, such as learning anxiety (Xaypanya et al, 2017), learning content (Meshkat & Ebrahimi, 2012) and also the nature of the target language (Husniyah, 2019), to cite a few. By knowing and understanding the demotivating factors, educators can find effective ways to improve learners' motivation (Gao & Liu, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

An Investigation of Learners’ Motivational Drive to Learn Foreign Language: A Look at Vroom’s Expectancy Theory

Amali¹,

Seng²,

Rahmat³

et al. 2023

IJARBSS

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In this globalized world, foreign language learning has become increasingly imperative. Despite the absence of an optimal linguistic environment, a heightened level of motivation is essential for mastering a foreign language. Learners are likely to experience demotivation when they exert significant effort in language acquisition without experiencing immediate improvement in their language proficiency. Consequently, understanding the motivational constructs in foreign language learning, particularly at the onset of the learning process, is vital. To this end, a quantitative study was conducted utilizing Vroom's (1964) expectancy theory and Pintrich and De Groot's (1990) motivational scale theory as the conceptual framework. The study involved administering a 26-item survey, which used 5-point Likert scales to 108 respondents studying French as a foreign language at a beginner level in a Malaysian public university. The survey was divided into four sections: demographic profile, instrumentality, expectancy, and valence. The findings revealed that learners exhibited both intrinsic and extrinsic motivation and had a positive perception of the importance of foreign language acquisition. Additionally, respondents had a strong belief in their ability to attain a high grade through hard work, although the fear of failure negatively impacted their motivation levels. Notably, there was a significant relationship between instrumentality, expectancy, and valence. These findings provide valuable insights into the motivational factors involved in foreign language learning at the beginner level and can potentially contribute to the cultivation of motivation in the foreign language classroom.

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

Cited by 9 publications

References 31 publications

English learning burnout: Scale validation in the Chinese context

English learning burnout: Scale validation in the Chinese context

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

An Investigation of Learners’ Motivational Drive to Learn Foreign Language: A Look at Vroom’s Expectancy Theory

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