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A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning

Received: 23 May 2020    Accepted: 15 June 2020    Published: 28 June 2020
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Abstract

Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.

DOI 10.11648/j.her.20200504.15
Published in Higher Education Research (Volume 5, Issue 4, August 2020)
Page(s) 143-153
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Demotivation, Demotivator, Factor, EFL Instruction

References
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[2] Ushioda, E. (2013a). Motivation and ELT: global issues and local concerns, In Ema Ushioda (eds.) International Perspectives on Motivation—Language Learning and Professional Challenges, Palgrave Macmillan.
[3] Arai, K. (2004). What ‘Demotivates’ Language Learners? ——Qualitative Study on Demotivational Factors and Learners’ Reactions. Bulletin of Toyo Gakuen University 12: 39-47.
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[8] Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation [A]. In E. Soler &V. Espurz (eds.) Current Issues in English Language Methodology. Castelló de la Plana: Publicacions de la Universitat Jaume I: 77-89.
[9] Ushioda, E. (2013b). Foreign language motivation research in Japan: An ‘insider’ perspective from outside Japan, In Matthew T. Apple, Dexter Da Silva & Terry Feller (eds.). Language Learning Motivation in Japan: 5.
[10] Kim, T. Y. (2009). The social cultural interface between ideal self and ought-to self: a case study of two Korean ESL students’ motivation. In Dornyei, Z., & Ushioda, E. (eds.), Motivation, Language Identity and the L2 Self. Multilingual Matters 248-273.
[11] Sakai, H., & Kikuchi, K. (2009). An Analysis of Demotivators in the EFL Classroom. System 37: 57-69.
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[15] Xie G. M. The study of demotivators on college English in Beijing’s higher education]. Journal of Tianjin Foreign Studies University, 2013 (6): 25-29.
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[17] Christophel, D. M., & Gorham J. A. (1995). Test-retest Analysis of Student Motivation, Teacher Immediacy, and Perceived Sources of Motivation and Demotivation in College Classes. Communication Education 44: 292-306.
[18] Gorham, J. S., & 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.
[19] Kikuchi, K. (2009). Listening to our learners’ voices: what demotivates Japanese high school students?. Language Teaching Research 13/4: 453–471.
[20] Kim, T. Y. (2011). Korean elementary school students’ English learning demotivation: a comparative survey study. Asia Pacific Education Review 12: 1-11.
[21] Chambers, G. (1993). Taking the “de” out of Demotivation. Language Learning Journal 7: 13-16.
[22] Aladdin, A. (2012). Demotivating factors in the Arabic language classroom: What demotivates non-Muslim Malaysian learners when it comes to learning Arabic? 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012).
[23] Hasegawa, A. (2004). Student demotivation in the foreign language classroom. Takushoku Language Studies, 107: 119-136.
[24] Oxford, R. L. (1998). The unraveling tapestry: teacher and course characteristics associated with demotivation in the language classroom. Demotivation in Foreign Language Learning TESOL. 98 Congress1 Seattle.
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Author Information
  • School of Foreign Languages and Cultures, Beijing Wuzi University, Beijing, China

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    Guimei Xie. (2020). A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning. Higher Education Research, 5(4), 143-153. https://doi.org/10.11648/j.her.20200504.15

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    Guimei Xie. A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning. High. Educ. Res. 2020, 5(4), 143-153. doi: 10.11648/j.her.20200504.15

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    Guimei Xie. A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning. High Educ Res. 2020;5(4):143-153. doi: 10.11648/j.her.20200504.15

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  • @article{10.11648/j.her.20200504.15,
      author = {Guimei Xie},
      title = {A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning},
      journal = {Higher Education Research},
      volume = {5},
      number = {4},
      pages = {143-153},
      doi = {10.11648/j.her.20200504.15},
      url = {https://doi.org/10.11648/j.her.20200504.15},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.her.20200504.15},
      abstract = {Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.},
     year = {2020}
    }
    

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    AB  - Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.
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