Research Article
BibTex RIS Cite

Demotivational Factors Towards Learning English for the Students of Social Sciences High SchoolMotivation,

Year 2020, Volume: 28 Issue: 3, 1438 - 1447, 20.05.2020
https://doi.org/10.24106/kefdergi.4068

Abstract

Demotivation plays a key role in foreign language learning. However, studies in this field mostly focused on the factors influencing the learners’ motivation positively instead of the factors causing demotivation. In this regard, this study aims to identify the sources of demotivation towards learning English for the students of social sciences high schools. For this study, data was collected by means of Demotivation Scale developed by Sakai and Kikuchi (2009). 4073 students, chosen according to the stratified sampling method, compose the sample of the study. As a result of the research, it is found out that the main source of demotivation in English classes among students is factors related to class environment. It is also observed that course materials are as effective as characteristics of class on student demotivation towards English. While factors related to experience of failure was the forth source of demotivation for students, teacher related factors are found to be the weakest demotivator. Furthermore, as a result of this study, it is revealed that there is a correlation between demotivation and gender, academic level and proficiency.

References

  • Arai, K. (2004). What ‘demotives’ language learners: Qualitative study on demotivational factors and learners reactions. Bulletin of Tokyo Gakuen University, 12, 39-47.
  • Bahramy, M. and Araghi, M. (2013). The Identification of Demotives in EFL University Students. International Journal of Basic and Applied Science, 1(4), 840-845.
  • Chambers, G. N. (1993). Taking the ‘de’ out of demotivation. Language Learning Journal, 7, 13-16. http://dx.doi.org/10.1080/095717393852000051
  • Christophel, D. and 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, 292-306.
  • Çankaya, P. (2018). Demotivation factors in foreign language learning. Journal of Foreign Language Education and Technology, 3(1), 1-17.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
  • Dörnyei, Z. (1998). Demotivation in foreign language learning. Paper presented at the TESOL Congress Seattle, WA.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, England: Pearson Education Limited.
  • Falout, J., Elwood, E, and Hood, M. (2009) “Demotivation: Affective states and learning outcomes,” System, 37, 403-417.
  • Falout, J. and Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28, 3-9.
  • Ghanizadeh, A. and Jahedizadeh, S. (2015). Demotivators, burnout and language achievement in an Iranian EFL context. The Journal of Teaching Language Skills (JTLS), 7(3), 61-85.
  • Hamada, Y. (2008). Demotivators for Japanese teenagers. Journal of PanPacific Association of Applied Linguistics, 12(2), 1-23.
  • Hamada, Y. (2011). Different demotivators for Japanese junior high and high school learners. Journal of Pan-Pacific Association of Applied Linguistics, 15 (1), 15-38.
  • Hamada, Y. and Kito, K. (2008). Demotivation in Japanese high schools. In K. Bradford-Watts (Ed.), JALT 2007 Conference Proceeding (168-178). Tokyo: JALT.
  • Hasegawa, A. (2004). Student demotivation in the foreign language classroom. Takushoku Language Studies, 107, 119–136.
  • Heidari, A. and Oghli, H. S. (2015). De-motivational factors of speaking English: A case of Iranian high school students. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 9(3), 115-122.
  • Kikuchi, K. (2009). Listening to our learners’ voices: What demotivates EFL high school students? Language Teaching Research, 13(4), 453-471.
  • Kim, S. Y. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom context. Foreign Language Annuals, 42(1), 138-157.
  • Lee, J. and Lee, C. H. (2011). Demotivating factors in learning English for elementary school students. Primary English Education, 17(1), 327356.
  • Muhonen, J. (2004). Second language demotivation: factors that discourage pupils from learning the English language. Unpublished MA thesis. University of Jyväskylä.
  • Oxford, R. L. (1998). The unraveling tapestry: Teacher and course characteristics associated with demotivation in foreign language learning. Paper presented at the TESL’98 conference, Seattle, WA.
  • Özer, B. and Korkmaz, C. (2016). Yabancı dil öğretiminde öğrenci başarısını etkileyen unsurlar. EKEV Akademi Dergisi, 67, 59-84.
  • Ryan, R. M. and Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
  • Sakai, H. and Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1), 57-69.
  • Sharififar, M. and Akbarzadeh, M. (2011). An analysis of demotivators in English classes for Iranian university students. Iranian EFL Journal, 7.
  • Trang, T. T. T. and Baldauf, R. B. (2007). Demotivation: understanding resistance to English language learning – The case of Vietnamese students. The Journal of Asia TEFL, 4(1), 79–105.
  • Warden, C., and Lin, H. J. (2000). Existence of integrative motivation in Asian EFL setting. Foreign Language Annuals, 33, 535-547. doi:10.1111/j.1944-9720.2000.tb01997.x
  • Williams, M., Burden, R. L., and Lanvers, U. (2002). French is the language of love and stuff: student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28, 504-528.
  • Williams, M., Mercer, S. and Ryan S. (2015) Exploring psychology in language learning and teaching. Oxford University Press, Oxford.
  • Zhang, Q. (2007). Teacher misbehaviours as learning de-motivators in college classrooms: A cross cultural investigation in China, Germany, Japan and the United States. Communication Education, 56, 209-227.

Sosyal Bilimler Lisesi Öğrencilerinin İngilizce Öğrenme Motivasyonlarını Azaltan Faktörler

Year 2020, Volume: 28 Issue: 3, 1438 - 1447, 20.05.2020
https://doi.org/10.24106/kefdergi.4068

Abstract

Öğrencilerin İngilizce öğrenme motivasyonlarını olumsuz etkileyen faktörler yabancı dil öğreniminde önemli bir rol oynamaktadır. Ancak bu alanda gerçekleştirilen çalışmaların çoğu öğrencilerin İngilizce öğrenme motivasyonlarını azaltan faktörler yerine artıran faktörlere odaklanmaktadır. Bu nedenle bu araştırmada, sosyal bilimler lisesi öğrencilerinin İngilizce öğrenmeye yönelik demotivasyon kaynaklarının araştırılması amaçlanmaktadır. Araştırma kapsamında veri Sakai ve Kikuchi (2009) tarafından geliştirilen Demotivasyon Ölçeği aracılığıyla toplanmıştır. Tabakalı örnekleme yöntemine göre seçilmiş 4073 öğrenci çalışmanın örneklemini oluşturmaktadır. Araştırma sonucunda öğrencilerin İngilizce öğrenme motivasyonunu azaltan başlıca faktörün sınıf ortamıyla ilgili olduğu bulunmuştur. Ayrıca ders materyalleriyle ilgili faktörlerin öğrencilerin İngilizce öğrenme motivasyonlarının azalmasında sınıfın karakteristik özellikleri kadar etkili olduğu gözlemlenmiştir. Başarısızlık deneyimine ilişkin faktörler öğrenciler tarafından dördüncü demotivasyon kaynağı olarak belirlenirken öğretmenlerle ilgili faktörler öğrencilerin İngilizce öğrenme motivasyonunu en az azaltan faktör olarak bulunmuştur. Ayrıca çalışma sonucunda demotivasyon ile cinsiyet, sınıf düzeyi ve başarı arasında korelasyon bulunmuştur.

References

  • Arai, K. (2004). What ‘demotives’ language learners: Qualitative study on demotivational factors and learners reactions. Bulletin of Tokyo Gakuen University, 12, 39-47.
  • Bahramy, M. and Araghi, M. (2013). The Identification of Demotives in EFL University Students. International Journal of Basic and Applied Science, 1(4), 840-845.
  • Chambers, G. N. (1993). Taking the ‘de’ out of demotivation. Language Learning Journal, 7, 13-16. http://dx.doi.org/10.1080/095717393852000051
  • Christophel, D. and 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, 292-306.
  • Çankaya, P. (2018). Demotivation factors in foreign language learning. Journal of Foreign Language Education and Technology, 3(1), 1-17.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
  • Dörnyei, Z. (1998). Demotivation in foreign language learning. Paper presented at the TESOL Congress Seattle, WA.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, England: Pearson Education Limited.
  • Falout, J., Elwood, E, and Hood, M. (2009) “Demotivation: Affective states and learning outcomes,” System, 37, 403-417.
  • Falout, J. and Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28, 3-9.
  • Ghanizadeh, A. and Jahedizadeh, S. (2015). Demotivators, burnout and language achievement in an Iranian EFL context. The Journal of Teaching Language Skills (JTLS), 7(3), 61-85.
  • Hamada, Y. (2008). Demotivators for Japanese teenagers. Journal of PanPacific Association of Applied Linguistics, 12(2), 1-23.
  • Hamada, Y. (2011). Different demotivators for Japanese junior high and high school learners. Journal of Pan-Pacific Association of Applied Linguistics, 15 (1), 15-38.
  • Hamada, Y. and Kito, K. (2008). Demotivation in Japanese high schools. In K. Bradford-Watts (Ed.), JALT 2007 Conference Proceeding (168-178). Tokyo: JALT.
  • Hasegawa, A. (2004). Student demotivation in the foreign language classroom. Takushoku Language Studies, 107, 119–136.
  • Heidari, A. and Oghli, H. S. (2015). De-motivational factors of speaking English: A case of Iranian high school students. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 9(3), 115-122.
  • Kikuchi, K. (2009). Listening to our learners’ voices: What demotivates EFL high school students? Language Teaching Research, 13(4), 453-471.
  • Kim, S. Y. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom context. Foreign Language Annuals, 42(1), 138-157.
  • Lee, J. and Lee, C. H. (2011). Demotivating factors in learning English for elementary school students. Primary English Education, 17(1), 327356.
  • Muhonen, J. (2004). Second language demotivation: factors that discourage pupils from learning the English language. Unpublished MA thesis. University of Jyväskylä.
  • Oxford, R. L. (1998). The unraveling tapestry: Teacher and course characteristics associated with demotivation in foreign language learning. Paper presented at the TESL’98 conference, Seattle, WA.
  • Özer, B. and Korkmaz, C. (2016). Yabancı dil öğretiminde öğrenci başarısını etkileyen unsurlar. EKEV Akademi Dergisi, 67, 59-84.
  • Ryan, R. M. and Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
  • Sakai, H. and Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1), 57-69.
  • Sharififar, M. and Akbarzadeh, M. (2011). An analysis of demotivators in English classes for Iranian university students. Iranian EFL Journal, 7.
  • Trang, T. T. T. and Baldauf, R. B. (2007). Demotivation: understanding resistance to English language learning – The case of Vietnamese students. The Journal of Asia TEFL, 4(1), 79–105.
  • Warden, C., and Lin, H. J. (2000). Existence of integrative motivation in Asian EFL setting. Foreign Language Annuals, 33, 535-547. doi:10.1111/j.1944-9720.2000.tb01997.x
  • Williams, M., Burden, R. L., and Lanvers, U. (2002). French is the language of love and stuff: student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28, 504-528.
  • Williams, M., Mercer, S. and Ryan S. (2015) Exploring psychology in language learning and teaching. Oxford University Press, Oxford.
  • Zhang, Q. (2007). Teacher misbehaviours as learning de-motivators in college classrooms: A cross cultural investigation in China, Germany, Japan and the United States. Communication Education, 56, 209-227.
There are 30 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Yıldız İsaoğlu This is me

Sevinç Ergenekon Emir This is me

Publication Date May 20, 2020
Acceptance Date March 19, 2020
Published in Issue Year 2020 Volume: 28 Issue: 3

Cite

APA İsaoğlu, Y., & Ergenekon Emir, S. (2020). Demotivational Factors Towards Learning English for the Students of Social Sciences High SchoolMotivation,. Kastamonu Education Journal, 28(3), 1438-1447. https://doi.org/10.24106/kefdergi.4068

10037