@article {10.3844/jssp.2012.189.195,
article_type = {journal},
title = {Demotivating Factors for English Language Learning Among University Students},
author = {Ghadirzadeh, Reyhaneh and Hashtroudi, Fariba Pourabolfathe and Shokri, Omid},
volume = {8},
year = {2012},
month = {Feb},
pages = {189-195},
doi = {10.3844/jssp.2012.189.195},
url = {https://thescipub.com/abstract/jssp.2012.189.195},
abstract = {Problem statement: Demotivation is a relatively new issue in the field of second/foreign Language (L2) learning motivation. Recognizing and removing barriers can have a marked effect on motivation and attention to learning in general and ESL/EFL learning in particular. Demotivating factors are essential factors which negatively influence the learner’s attitudes and behaviors and hence lead to undesired learning outcomes. The purpose of the present study was to analyze the effective factors on demotivation for English language learning among a group of Iranian university students. Approach: To begin, 260 university students (150 males and 110 females) were selected through the multi-stage sampling method. Students completed the Persian version of the Demotivation Questionnaire for English Language Learning (DQELL). The principal component analysis was used to compute the DQELL’s factorial validity and the multivariate analysis of variance was performed to compare more motivated and less motivated learners based on demotivation factors. Results: Through the principal axis factor analysis, five demotivation factors were extracted: (a) lack of perceived individual competence, (b) lack of intrinsic motivation, (c) inappropriate characteristics of teachers’ teaching methods and course contents, (d) inadequate university facilities and (e) focus on difficult grammar. The results of multivariate analysis of variance showed statistically significant differences between the two groups for two factors (lack of perceived individual competence and lack of intrinsic motivation) while there were no statistically significant differences for the other three demotivating factors (inappropriate characteristics of teachers’ teaching methods and course contents, inadequate university facilities and focus on difficult grammar). Conclusion: These findings suggest that internal forces cannot be ignored as demotivating factors when studying them among Iranian students.},
journal = {Journal of Social Sciences},
publisher = {Science Publications}
}