Scrutinizing Demotivating and Remotivating Factors among Iranian BA and MA Students Studying English
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Although demotivation is as important as motivation to be investigated in second language acquisition, it has been scarcely explored and is a relatively new issue. Therefore, the present nationwide mixed methods study attempted to probe demotivating and remotivating factors among Iranian BA and MA students studying English. The participants included 226 students from different universities across the country. To collect the quantitative data, Sahragard and Ansaripour’s (2014) questionnaire containing 40 items on a 5-point Likert scale was used to unpack the demotivating factors. To collect the qualitative data, the researchers ran semi-structured interviews with 10 BA and 10 MA students to examine their perceptions regarding demotivation in more detail. Also, semi-structured interviews with 20 BA and 20 MA students were run to examine their perceptions regarding remotivation. The results of the questionnaire revealed that for both BA and MA students, economic problems had the most influential effect on demotivating them. For MA students, encouraging students and boosting their self-confidence, and for BA students, improving teachers’ behavior and attitudes was the most important remotivating factor of learning English. The findings can have implications for different stakeholders, including teachers, universities, researchers, educators, and policy-makers.
Abstract
Although demotivation is as important as motivation to be investigated in second language acquisition, it has been scarcely explored and is a relatively new issue. Therefore, the present nationwide mixed methods study attempted to probe demotivating and remotivating factors among Iranian BA and MA students studying English. The participants included 226 students from different universities across the country. To collect the quantitative data, Sahragard and Ansaripour’s (2014) questionnaire containing 40 items on a 5-point Likert scale was used to unpack the demotivating factors. To collect the qualitative data, the researchers ran semi-structured interviews with 10 BA and 10 MA students to examine their perceptions regarding demotivation in more detail. Also, semi-structured interviews with 20 BA and 20 MA students were run to examine their perceptions regarding remotivation. The results of the questionnaire revealed that for both BA and MA students, economic problems had the most influential effect on demotivating them. For MA students, encouraging students and boosting their self-confidence, and for BA students, improving teachers’ behavior and attitudes was the most important remotivating factor of learning English. The findings can have implications for different stakeholders, including teachers, universities, researchers, educators, and policy-makers.
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