{"title":"Iranian EFL Learners’ Perceptions towards Demotivation in Learning English","authors":"Abbas Paziresh, Nilofar Hessamodini, Zohre Jafari","doi":"10.22452/jml.vol32no1.6","DOIUrl":null,"url":null,"abstract":"Demotivation in learning English has always been challenging for teachers, parents and researchers and they sought ways to discover its roots and solve it. One important source of solutions to learners’ demotivation is their own perceptions. However, such a rich resource of information on demotivation has received little attention. Therefore, inspired by such a gap, the present study investigated Iranian high school EFL students’ perceptions of demotivation in learning English. Following quantitative survey research, a questionnaire was designed both inspired by demotivation questionnaires of Sakai and Kikuchi (2009) and Falout and Maruyama (2004) and teachers’ focus group on attitudes. It was created based on the Likert Scale and composed of three phases including 54 statements about teachers, textbooks and classroom conditions. The questionnaire was sent to 300 volunteer high school students selected from a random list of public and private high schools across the country. After completion, the questionnaire data were controlled and entered into SPSS. Then, descriptive statistics were computed and Pearson correlation and Runs Test were carried out. However, analysis of the learners’ perceptions revealed that students attributed their demotivation to teachers, classroom conditions, and textbooks respectively. It was found that in Iran, teachers were deemed not qualified enough to motivate students. Apart from that, the classroom conditions and English textbooks were in poor conditions and did not manage to attract and motivate learners.","PeriodicalId":53718,"journal":{"name":"Jordan Journal of Modern Languages & Literature","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Jordan Journal of Modern Languages & Literature","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22452/jml.vol32no1.6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
Demotivation in learning English has always been challenging for teachers, parents and researchers and they sought ways to discover its roots and solve it. One important source of solutions to learners’ demotivation is their own perceptions. However, such a rich resource of information on demotivation has received little attention. Therefore, inspired by such a gap, the present study investigated Iranian high school EFL students’ perceptions of demotivation in learning English. Following quantitative survey research, a questionnaire was designed both inspired by demotivation questionnaires of Sakai and Kikuchi (2009) and Falout and Maruyama (2004) and teachers’ focus group on attitudes. It was created based on the Likert Scale and composed of three phases including 54 statements about teachers, textbooks and classroom conditions. The questionnaire was sent to 300 volunteer high school students selected from a random list of public and private high schools across the country. After completion, the questionnaire data were controlled and entered into SPSS. Then, descriptive statistics were computed and Pearson correlation and Runs Test were carried out. However, analysis of the learners’ perceptions revealed that students attributed their demotivation to teachers, classroom conditions, and textbooks respectively. It was found that in Iran, teachers were deemed not qualified enough to motivate students. Apart from that, the classroom conditions and English textbooks were in poor conditions and did not manage to attract and motivate learners.
英语学习中的动机缺失一直是困扰教师、家长和研究者的难题,他们一直在寻找其根源和解决方法。解决学习者动机丧失的一个重要来源是他们自己的看法。然而,如此丰富的关于丧失积极性的信息资源却很少受到重视。因此,受这种差距的启发,本研究调查了伊朗高中英语学生对英语学习动机丧失的看法。在定量调查研究的基础上,受Sakai and Kikuchi(2009)和Falout and Maruyama(2004)的动机失动力问卷和教师态度焦点小组的启发,设计了问卷。该量表以李克特量表为基础,由三个阶段组成,包括54个关于教师、教科书和教室条件的陈述。调查问卷是随机从全国公立和私立高中中选出的300名志愿高中生发放的。完成后,对问卷数据进行控制,并录入SPSS。然后进行描述性统计,并进行Pearson相关和run检验。然而,对学习者感知的分析显示,学生将他们的动机下降分别归因于教师、课堂条件和教科书。调查发现,在伊朗,教师被认为没有足够的资格来激励学生。除此之外,教室条件和英语教材条件都很差,无法吸引和激励学习者。