Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkish EFL Learners to Overcome their Demotivation

Turgay Han, Ayşegül Takkaç-Tulgar, Nilüfer Aybirdi

Abstract


The purpose of the current study is to determine main demotivating factors affecting Turkish EFL university students’ English language learning process and to identify the ways they apply to cope with these negative experiences from their own perspectives. The participants were 469 first and second year Turkish EFL university students. Both quantitative and qualitative methods were used to collect data in the study. First, a demotivation questionnaire (Sakai & Kikuchi, 2009) was administered to the participants, and then interviews were conducted, face-to-face, with some of the students. Descriptive and inferential statistics were performed on the quantitative data, while coding and classifying approach was used to analyze the qualitative data. Quantitative results revealed that are significant differences between female and male students in terms of the factors related to characteristics of classes and experiences of failure. Qualitative findings indicated that major factors that demotivate students are negative attitudes of the classmates, teacher-related factors, personal issues, class characteristics, test anxiety, failure experiences, and education system. Also, strategies for overcoming demotivation were determined as self-studying, asking for assistance, changing perspective, thinking positively, ignoring what others think, and being goal oriented. It is implied that the results obtained from this study might be helpful for both language learners and teachers in developing effective coping strategies to overcome demotivation.

Keywords


Demotivating Factors, Affective Factors, Overcoming Strategies, Effective Coping Strategies, Turkish EFL Learners

Full Text:

PDF

References


Acat, B. M., & Demiral, S. (2002). Türkiyede yabancı dil öğreniminde motivasyon kaynakları ve sorunları. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 8(3), 312-329.

Al Kaboody, M. (2013). Second language motivation; the role of teachers in learners’ motivation. Journal of Academic and Applied Studies, 3(4), 45-54.

Aldwin, C. M. (1994). Stress, coping and development: An integrative perspective. New York: The Guilford Press.

Aliakbari, M., & Hemmatizad, M. (2015). On students' de-motivation, gender, major, and educational level in Iranian EFL context. English Language Teaching, 8(4), 106-116.

Arai, K. (2004). What ‘demotivates’ language learners?: Qualitative study on demotivational factors and learners’ reactions. Bulletin of Toyo Gakuen University, 12(3), 39-47.

Aydin, S. (2012). Factors causing demotivation in EFL teaching process: A case study. The Qualitative Report, 17(51), 1.

Bekleyen, N. (2011). Demotivating factors in the EFL environment. Frontiers of Language and Teaching, 2, 151-156.

Brown, H. D. (2001). Principles of language learning and teaching. NY: Addison, Wesley Longman.

Christophel, D. M., & Gorham, J. (1995). A test‐retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication education, 44(4), 292-306.

Creswell, J. W. (2005). Educational research. Planning, conducting, and evaluating quantitative and qualitative research (2. ed). Thousand Oaks, CA: Sage.

Çelik, Ö., & Kocaman, O. (2016). Barriers experienced by middle school students in the process of learning English. International Journal of Psychology and Educational Studies, 3(1), 31-46.

Dörnyei, Z. (1998). Demotivation in foreign language learning. In: Proceedings of the TESOL’98 Congress, Seattle.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. UK: Cambridge University Press.

Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417.

Falout, J. (2012). Coping with demotivation: EFL learners' remotivation processes. TESL-EJ, 16(3), 1-29.

Falout, J., & Falout, M. (2005). The other side of motivation: Learner demotivation. In JALT2004 conference proceedings (pp. 280-289). Tokyo.

Falout, J., Maruyama, M., 2004. A comparative study of proficiency and learner demotivation. The Language Teacher 28, 3–9.

Ghadirzadeh, R., Hashtroudi, F. P., & Shokri, O. (2013). Study of the effective factors on the university students' underachievement in English language learning. English Language Teaching, 6(11), 122-129.

Gorham, J., & Millette, D. M. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46(4), 245-261.

Hu, R. (2011). The relationship between demotivation and EFL learners' English language proficiency. English Language Teaching, 4(4), 88-96.

Kaivanpanah, S., & Ghasemi, Z. (2011). An investigation into sources of demotivation in second language learning. Iranian Journal of Applied Linguistics (IJAL), 14(2), 89-110.

Karahan, F. (2007). Language attitudes of Turkish Students Towards the English Language and Its Use in Turkish Context. Çankaya Üniversitesi Fen-Edebiyat Fakültesi, Journal of Arts and Sciences, 7, 73–87.

Kikuchi, K., & Sakai, H. (2009). Japanese learners' demotivation to study English: A survey study. JALT Journal, 31(2), 183-204.

Kim, T. Y. (2012). Elementary school students' foreign language learning demotivation: A mixed methods study of Korean EFL context. The Asia Pacific Education Researcher, 21(1), 160-171.

Kim, T. Y., & Kim, Y. K. (2015). Elderly Korean learners' participation in English learning through lifelong education: Focusing on motivation and demotivation. Educational Gerontology, 41(2), 120-135.

Kojima, S. (2004). English learning demotivation in Japanese EFL students: Research in demotivational patterns from the qualitative research results of three different types of high schools. Unpublished Master Thesis. Kwansei Gakuin University, Hyogo, Japan.

Krishnan, K. S. D., & Pathan, Z. H. (2013). Investigating demotivation in learning English: An extension to Sakai and Kikuchi’s (2009) framework. Advances in Language and Literary Studies, 4(2), 124-131.

Meshkat, M., & Hassani, M. (2012). Demotivating factors in learning English: The case of Iran. Procedia-Social and Behavioral Sciences, 31, 745-749.

Rastegar, M., Akbarzadeh, M., & Heidari, N. (2012). The darker side of motivation: demotivation and its relation with two variables of anxiety among Iranian EFL learners. ISRN Education, 2012,1-8.

Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1), 57-69.

Soureshjani, K. H., & Riahipour, P. (2012). Demotivating factors on English speaking skill: A study of EFL language learners and teachers’ attitudes. World Applied Sciences Journal, 17(3), 327-339.

Tabatabaei, O., & Molavi, A. (2012). Demotivating factors affecting EFL learning of Iranian seminary students. International Education Studies, 5(1), 181-190.

Trang, T. T. T., & Baldauf Jr, R. B. (2007). Demotivation: Understanding resistance to English language learning-the case of Vietnamese students. The Journal of Asia TEFL, 4(1), 79-105.

Tsuchiya, M. (2006). Factors in demotivation of lower proficiency English learners at college. The Kyushu Academic Society of English Language Education (KASELE), 34(1), 87-96.

Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 93-125). Honolulu: University of Hawai’i Press.

Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199-210.

Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States. Communication Education, 56(2), 209-227.




DOI: http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.56

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.