From the State of Motivated to Demotivated: Iranian Military EFL Learners’ Motivation Change
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Second language learning motivation has always been considered to be one of the most influential factors in language learning due to its undeniably substantial impacts. In comparison with research conducted in other areas of L2 motivation, there has been a paucity of research on L2 motivation change, especially in the Iranian language learning context. This study aimed at investigating motivation change among Iranian military EFL learners in an intensive English course. The participants included 61 Iranian military staff aged 23-35, who took part in an intensive English course at the military university’s foreign language center. The data collection was conducted using a background information questionnaire, a contextualized and translated version of the mini-AMTB (Attitude Motivation Test Battery) and an interview with the selected participants. Quantitative descriptive analysis showed that the participants were highly motivated, with relatively low anxiety and high integrative motivation. Furthermore, a qualitative content analysis showed that situation-specific factors including management problems both at macro and micro levels, class timing, lesson planning, organizational interventions, teacher-related factors, and facilities were all motivational factors that played a significant role in motivating or demotivating learners. The results also showed that the learners moved from a state of high motivation to low motivation due to context-specific demotivational factors.
Abstract
Second language learning motivation has always been considered to be one of the most influential factors in language learning due to its undeniably substantial impacts. In comparison with research conducted in other areas of L2 motivation, there has been a paucity of research on L2 motivation change, especially in the Iranian language learning context. This study aimed at investigating motivation change among Iranian military EFL learners in an intensive English course. The participants included 61 Iranian military staff aged 23-35, who took part in an intensive English course at the military university’s foreign language center. The data collection was conducted using a background information questionnaire, a contextualized and translated version of the mini-AMTB (Attitude Motivation Test Battery) and an interview with the selected participants. Quantitative descriptive analysis showed that the participants were highly motivated, with relatively low anxiety and high integrative motivation. Furthermore, a qualitative content analysis showed that situation-specific factors including management problems both at macro and micro levels, class timing, lesson planning, organizational interventions, teacher-related factors, and facilities were all motivational factors that played a significant role in motivating or demotivating learners. The results also showed that the learners moved from a state of high motivation to low motivation due to context-specific demotivational factors.
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