مطالب مرتبط با کلیدواژه
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demotivation
حوزه های تخصصی:
The present study is an attempt to explore any significant relationships between learners’ preferences for error correction, demotivation, and language proficiency (LP). One hundred Iranian EFL students, including both males and females, studying at the departments of foreign languages of Shahid Bahonar University of Kerman and Tehran University took part in this study. In order to obtain the required data, two questionnaires and a proficiency test were utilized: the learners’ preferences for error correction questionnaire (Fukuda, 2004) to measure learners’ preferences for error correction, the demotivation questionnaire (Sakai & Kikuchi, 2009) to measure demotivation, and Michigan Test (1997) to measure the learners’ language proficiency level. The findings of this study revealed that first, there was a significant negative relationship between the learners’ preferences for error correction and demotivation (- 0.79): the more satisfied learners are with the error corrections they receive, the less demotivated they will be; second, there was a significant positive relationship between learners’ preferences for error correction and LP (0.69): the higher the learners’ satisfaction with error corrections they receive, the higher their level of LP; third, there was a significant negative relationship between demotivation and LP (- 0.59): the more demotivated learners are, the less their scores of LP will be.
University Students’ Demotives for Studying in General and Learning English(مقاله علمی وزارت علوم)
حوزه های تخصصی:
The importance of demotivation in language learning has been overshadowed in the commonplace research on language learning motivation and even in mainstream psychology (Dörnyei, 2005). The purpose behind conducting this study was to investigate the relationship between students’ demotives for studying in general and English language in particular. Besides, the importance of educational context was investigated through explaining the changes in students’ responses based on the type of university and gender. In Iran, university education is highly important for youngsters and the type of university with their various contexts is determining for their future. There are popular state universities among which one technical university as well as its satellite campus were selected. Besides, a distance-education and a unisexual university were represented in the present sample, overall comprising 194 bachelor students of different majors. Consequently, the factors considered as demotives are ranked, elaborated on and analyzed in order to shed light on the educational context-specific demotives and the pros and cons of current practices of EFL instruction in the universities.
English Learners’ and Teachers’ Preferred Strategies to Prevent Demotivation
حوزه های تخصصی:
This study aimed at investigating learners’ and teachers’ perception of language learning demotivation and their suggested strategies for preventing it. Participants of the study included 36 female and 24 male EFL learners in the 15-18 age range and 19 female and 11 male EFL teachers in the 25-50 age range. Their anti-demotivation strategies were sought by using a 40- item Likert type questionnaire in learners’ and teacher’ versions, with Cronbach’s alphas of .949 and .913, respectively. The results were analyzed and inferences were made. They indicated that both teachers and learners believed that “creating relaxing and stress free environment” and “setting goals” are the most effective ways to prevent demotivation. “Showing enthusiasm for teaching” was also regarded as effective as the above mentioned strategies. Although teachers and students had similar suggestions regarding the most effective strategies to fight demotivation, statistical analysis indicated that they were significantly different from each other when all their preferred strategies were juxtaposed and compared in one bulk. Taking the results of this study into account can help teachers be as closely aligned with learners as their practical wisdom guides them or favors their own preferences as their discretion and tact allow.
Investigating the Oral Performance of Demotivated and Motivated Iranian Seminary EFL Learners
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۱, Issue ۴, Winter ۲۰۱۳
67 - 76
حوزه های تخصصی:
The concept of demotivation and removing possible barriers of learning has been researched and advocated throughout the ESL/EFL literature but it seems that it has not been well studied at least on Iranian seminary EFL learners. As such, this study aimed at investigating the effect of demotivation on oral performance of Iranian EFL seminary learners and finding possible demotivating factors which may affect it. The participants were 50 male intermediate EFL learners studying at Islamic Propagation Office, Isfahan, Iran, selected based on their performance on the Oxford Placement test. A pretest-posttest design oral performance exam was used. The participants were divided into two groups of motivated and demotivated group based on the motivational questionnaire (Celce-Murcia, Brinton, & Goodwin, (1996). The collected data included: (1) the results of the motivational questionnaire, (2) the results of the oral tasks (used as pre and post tests) and (3) responses to a semi-structured interview regarding the possible demotivating factors which may influence participants' oral performance. The independent sample t-test and paired samples t-test were used to determine whether there were significant inter and intra-group differences. The results provide evidence that motivation helps enhance EFL seminary learners’ oral performance and demotivation significantly hinders improving it.
Iranian EFL Teachers’ Attitudes towards Demotivational Factors in Najafabad Institutes
منبع:
International Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۷, Spring ۲۰۱۷
55 - 67
حوزه های تخصصی:
AbstractIn this study, the researchers examined the sources of demotivation among adult language teachers in Najafabad language institutes. Two objectives were pursued in the process of implementing this research: 1) Determining the main sources of demotivation among adult teachers teaching in Najafabad language institutes 2) Uncovering the most significant demotivating factors among English adult teachers in Najafabad. Based on convenience sampling, seventy male and female teachers were chosen as the participants of this study. The questionnaire used in this study, Teacher Demotivation Questionnaire (TDQ), contained four parts: students’ attitudes in class (SAC), teaching materials and facilities (TMF), research and working condition (RWC) and human relations (HR). Fifty copies of the questionnaire were distributed among the teachers. One-sample t-test was utilized to examine the statistical significance of the analyses. Comparing the findings, the most demotivating factors in SAC, TMF, RWC and HR were "Students are not interest in studying", "low teacher evaluation from students", "low pay" and "little appreciation from the administration", respectively. Among four subsections of the questionnaire, "students’ attitude" and "research and working conditions" were more influential and regarded as more effective demotivating factors.
The Effect of an Online Learning Group Program on Learning Motivation of English as a Foreign Language Among Iranian University Students(مقاله علمی وزارت علوم)
حوزه های تخصصی:
In recent years, the enrollment of English as a foreign language (EFL) has increased significantly in higher education. The aim of this study is investigating the impact of a group learning program which is implemented as online on learning motivation of English among Iranian university students. Forty four undergraduate university students (25 males and 19 females) with the age range of 18 to 30 participated in this study. The Dornyei theoretical framework (2005; 2009) was used to measure the three aspects of motivation (ideal L2 self, ought-to L2self, and L2 learning experience). A pre- and posttest survey and a semi-instructured interview were used as the main instruments. For identifying the differences of the scores of three aspects of motivation, a paired sample T-test was used. The findings showed that there was a significant difference in L2 learning experience prior to and after the program administration and no significant difference were observed regarding the two other aspects. The findings also showed the most motivating feature was interesting learning recourses and tools and the most demotivating feature was technology barriers. Moreover, the findings of the interviews showed that most of the students had positive experience of this project. With the increasing role of English in Iran in all aspects of teaching and learning as an international language, it is crucial for teachers and program developers to care about the motivational drives of learners due to the positive feedback of some programs as the project under the study.
Revisiting Classroom Climate: Exploring the Relationship between EFL Students’ Disengagement and Demotivation(مقاله علمی وزارت علوم)
حوزه های تخصصی:
Students’ engagement in classroom activities has been at the center of attention these days that affect learners’ success, mental health and alternatively, their disengagement impacts their achievement and may also affect their future professional well-being. Motivation is another important contributor to success in education, which is also in line with engagement. Likewise, demotivation has been a concentration point of instructional research; yet, it has not obtained much concentration in the realm of language acquisition. Indeed, English as Foreign Language (EFL) learners’ demotivation has an essential role in hindering their learning in the English language learning classroom. The level of these two concepts, namely disengagement and demotivation is influenced by different factors in students and as far as EFL teaching is concerned, one of these factors is school climate which is deemed as a predictor of academic success. Indeed, the learning climate has been attracting the attention of researchers for decades given that this construct improves or prevents student achievement and poor mental health. Nevertheless, its contribution to mitigating learners’ demotivation and disengagement has not been scrutinized yet. Accordingly, this review presents the power of the learning climate where EFL students are learning a language and its role in students’ demotivation and disengagement. Subsequently, this is followed by giving some implications for EFL teachers, school authorities, and researchers.