The Psychological and Cognitive Processes Underlying College Students’ Demotivation to Learn English

Ren, Xiaobin; Abhakorn, M.L. Jirapa

doi:10.17507/jltr.1302.08

Cited by 7 publications

(6 citation statements)

References 9 publications

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“…A positive attitude and effective pedagogical approaches can enable the students to learn in English, and embrace the challenges of stress and difficulty associated with English as a medium of instruction. The students will be motivated daily, once they find their teacher with a positive attitude and follows the encouraging teaching approaches (Meng, 2022 ; Ren and Abhakorn, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator

Tang

2022

Front. Psychol.

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Student demotivation with English as a medium of instruction has attracted increased attention of scholars, particularly in those countries where it is taught as a second or foreign language. While there is a consensus that proficiency in English brings several benefits, it is found that students are demotivated to learn in English. As a result, many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on disappointment theory, this study aims to investigate why and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions (i.e., disappointment with English as a medium of instruction), which in turn demotivates Chinese students with English as a medium of instruction. This study has adopted a cross-sectional research design. The data were collected through a self-administered questionnaire survey from Chinese students (n = 428) studying in different universities in China. The hypothesized relationships were tested through PLS-based SEM by using Warp-PLS 7.0 software. The findings show that teachers' discouraging attitudes and discouraging teaching approaches are important determinants of student demotivation with English as a medium of instruction. The results also confirm that student disappointment is an important underlying mechanism in the relationship between exogenous and endogenous variables. This study contributes to the literature on student demotivation with English as a medium of instruction by superficially identifying teacher-related factors in China, which were previously overlooked. The implications of this study are that the university administration should monitor the attitude of the teachers toward English, as well as their teaching approaches, in order to curb any potential threat to student motivation. The administration should train the teachers on how to show a positive attitude and follow encouraging teaching approaches. In this way, students' disappointment with the English language and teaching methodology can also be overcome, which will ultimately increase their motivation with English as a medium of instruction in universities.

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Section: Discussionmentioning

confidence: 99%

The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator

Tang

2022

Front. Psychol.

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“…This study found three paths underlying students' demotivation to learn English, originating from large discrepancy between students' actual and required positioning of English learning, low required positioning of English learning and low value of English learning in students' minds. Ren and Abhakorn (2022) conducted a similar study to investigate the internal factors underlying demotivation to learn English. However, there existed differences in the findings of the two studies.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, considering the differences of learning behaviors, requirements, foundations, goals, etc., among English and non-English majors (Sun et al, 2022), it could be better to differentiate the two groups of students when investigating college students' demotivation to learn English. Methodologically, although Ren and Abhakorn (2022) constructed a model, it was not tested among large college student sample, thus might not be appropriately be used to explain demotivation among large sample size. However, this study, after developing the shopping cart model, further tested Grounded theory model.…”

Section: Discussionmentioning

confidence: 99%

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The psychological and cognitive factors causing college students’ demotivation to learn English in China

Ren

Abhakorn

2022

Front. Psychol.

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Demotivation is one of the important factors causing students’ failure in learning a language. To explore the psychological and cognitive factors causing college students’ demotivation to learn English in China’s universities and to investigate the relations among these internal factors, this study constructed a shopping cart model by applying grounded theory method and tested the model by using structural equation modeling. This study found three paths underlying students’ demotivation to learn English, originating from large discrepancy between students’ actual and required positioning of English learning, low required positioning of English learning and low value of English learning in students’ minds. Based on these findings, this study gave some pedagogical implications for English teaching.

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“…The "shared responsibility" and "shared intentionality" are caused by the "knowledge gap", both on the contents and the language. Through "meaningful" interaction, they facilitate oral communication [28]. The essential part of the "Interactive Learning Model" can be shown in the Figure 1.…”

Section: Lexical Learning Theory and Readingmentioning

confidence: 99%

An “Interactive Learning Model” to Enhance EFL Students’ Lexical Knowledge and Reading Comprehension

Yang

2023

Sustainability

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(1) Background: The ability to read successfully in the context of college English as a foreign language contributes to sustainable language acquisition and academic development. (2) Research problems: To enhance the sustainability of reading, the article proposed the new teaching model-interactive learning model. What is the impact of the “interactive learning approach” on EFL learners’ content and vocabulary learning? (3) Methods: “Learning Model” via the experiment class and the control class in two posttests: immediate posttest and three-week posttest. In the experiment class, students were taught with the “Interactive Learning Model” and students in the control class were instructed with a traditional approach without student interaction. (4) Results: The results of the statistical analyses indicate that the interactive learning class and the control class performed similarly on both the content and vocabulary tests in immediately posttest; but in the delayed posttests, the interactive learning class obviously outperformed the traditional class, that is, the students in the experiment class forget less vocabulary and content learning through intra/inter group discussion. (5) Significance: The significance of the research demonstrates the “Interactive Learning Model” improves students’ language learning motivation and offers the benefit of processing the foreign language more deeply and internalizing their knowledge through implicit learning.

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The Psychological and Cognitive Processes Underlying College Students’ Demotivation to Learn English

Cited by 7 publications

References 9 publications

The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator

The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator

The psychological and cognitive factors causing college students’ demotivation to learn English in China

An “Interactive Learning Model” to Enhance EFL Students’ Lexical Knowledge and Reading Comprehension

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