خلاصة:
This study investigated the main sources of Iranian students' demotivation in L2
learning and examined demotivation in relation to students' gender and level of
education. To find the major demotivating factors, a questionnaire consisting of 32
items was developed and completed by 327 students. An exploratory factor
analysis was conducted to explore the factorial structure of the questionnaire.
Based on the results, five categories of demotivating factors were identified:
Learning Contents, Materials, and Facilities, Attitude towards English Speaking
Community, The Teacher, Experience of Failure, and Attitude towards Second
Language Learning. To examine demotivating factors in relation to students'
gender and educational level, two one-way analyses of variance were run. The
results indicated significant differences between male and female students in terms
of three demotivating factors. Significant differences were observed between
students at different levels of education with regard to the three demotivating
factors. Finally, a multivariate analysis of variance was performed to examine
demotivating factors in relation to students' gender and educational level.Significant differences were found between male and female students across
educational levels in terms of all demotivating factors except one.
ملخص الجهاز:
"Dornyei (1998, as cited in Dornyei & Ushioda, 2011) interviewed 50 secondary school students who had been identified as demotivated learners by their teachers or peers and identified the following demotivating factors: 1) The teacher, 2) Inadequate school facilities, 3) Reduced self-confidence, 4) Negative attitude towards the L2, 5) Compulsory nature of L2 study, 6) Interference of another foreign language being studied, 7) Negative attitude towards L2 community, 8) Attitude of group members, and 9) Course book.
They administrated a 35-item questionnaire to 656 Japanese high school students and identified the following sources of demotivation: 1) Learning contents and materials, 2) Teachers’ competence and teaching styles, 3) Inadequate school facilities, 4) Lack of intrinsic motivation, and 5) Test scores.
Table 1 Distribution of participants by gender and level of education Level of Education Male Female Total Junior high school 48 45 93 High school 50 48 98 University 77 59 136 Total 175 152 327 Instrumentation A 32-item questionnaire was used in the present study to identify the main demaotivating factors for Iranian language learners.
Discussion Five demotivating factors were identified in this study: 1) Learning Contents, Materials, and Facilities, 2) Attitude towards English Speaking Community, 3) The Teacher, 4) Experience of Failure, and 5) Attitude towards Second Language Learning.
g. Dornyei, as cited in Dörnyei & Ushioda; Kikuchi; Muhonen, 2004) which have demonstrated that the teacher's lack of competence, teaching styles, personality, and behaviors were the most important causes of students' demotivation in second language learning, for Iranian language learners, teaching materials are more important."