Derleme
BibTex RIS Kaynak Göster

Yabancı Dil Olarak İngilizcenin Öğretimi ve Öğreniminde Öğretmen ve Öğrencilerin Motivasyon Kaybı Üzerine Sistematik Bir İnceleme

Yıl 2025, Cilt: 27 Sayı: 2, 343 - 354

Meriç Gürlüyer , Muhammed Atmaca

https://doi.org/10.17556/erziefd.1510185

Öz

Bu çalışma, İngilizce öğretme ve öğrenmeye yönelik motivasyon kaybını daha iyi anlamayı, küresel anlamda bu motivasyon kaybını göstermek için Mart 2017 ile Aralık 2022 arasında yürütülen araştırma çalışmalarını analiz etmeyi ve sentezlemeyi amaçlamaktadır. Nitel yaklaşımın kullanıldığı ve sistematik, bütünleştirici bir literatür taramasına dayanan bu çalışmanın tasarımı, betimsel bir çalışmadır. Bu çalışma, araştırılan konuyla ilgili daha geniş kapsamlı veya genel olarak uygulanabilir veriler oluşturmak için metodik olarak yürütülmüştür. Bu nedenle analiz için 57 araştırma makalesi seçilmiştir. Bu araştırmada verilerin toplanmasında doküman analizinden yararlanılmıştır. Bu çalışma, bu çalışmalara katılanların çoğunun İngilizce öğretme-öğrenme süreçlerinde motivasyon kaybıyla karşılaştığını bulmuştur. Motivasyonları materyallerden, araçlardan, konulardan, kurallardan ve topluluktan etkilenmiştir. Bu çalışmanın sonuçları, İngilizceyi yabancı dil olarak öğrenen öğrenciler arasında motivasyon kaybının engellenmesine yönelik pedagojik uygulamalar konusunda öneriler sunmaktadır. Bu sonuçlar, araştırmacıların mevcut literatürü tanıtmalarına ve mevcut araştırmaların açıklamakta yetersiz kaldığı alanlara odaklanmalarına yardımcı olabilmektedir.

Anahtar Kelimeler

Öğretmenlerin motivasyon kaybı öğrencilerin motivasyon kaybı İngilizcenin yabancı dil olarak öğretimi İngilizcenin yabancı dil olarak öğrenimi

Kaynakça

  • Adara, R. A., & Najmudin, O. (2020). Analysis on the differences in EFL learners’ demotivating factors after Covid-19 Pandemic. Ta’dib, 24(2), 225. https://doi.org/10.31958/jt.v23i2.2373
  • Adara, R.A., Nuryadi, N., & Nasution, R.A. (2019). Investigating the difference in demotivation factors: a case study of two groups of Indonesian EFL learners. Journal of English Language Studies, 4 (2), 212-225.
  • Adara, R. A., Puspahaty, N., Nuryadi, N., & Utama, W. (2021). Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: a quantitative study. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 2, 100–110. https://doi.org/10.26905/enjourme.v6i2.6519
  • Afshari, A., Tajeddin, Z., & Abbasian, G. (2019). Sources of demotivation among English language learners: novice and experienced teachers’ beliefs. Journal of Modern Research in English Language Studies, Online First. https://doi.org/10.30479/jmrels.2019.10475.1305
  • Akay, C. (2017). Turkish high school students’ English demotivation and their seeking for remotivation: a mixed method research. English Language Teaching, 8, 107. https://doi.org/10.5539/elt.v10n8p107.
  • Ali, M. S., & Pathan, Z. H. (2017). Exploring factors causing demotivation and motivation in learning English language among college students of Quetta, Pakistan. International Journal of English Linguistics, 7(2), 81. https://doi.org/10.5539/ijel.v7n2p81
  • Al-Khasawneh, F. M. (2017). Demotivating factors affecting EFL learning of Saudi undergraduate students. International Journal of Language Education and Applied Linguistics. https://doi.org/10.15282/ijleal.v6.506
  • Al-Malki, E. A. (2018). Perceptive determination of motivating and demotivating factors in learning EFL among Saudi freshmen studying at Taif University. International Journal of English Linguistics, 8(4), 289. https://doi.org/10.5539/ijel.v8n4p289
  • Alyousif, R., & Alsuhaibani, Z. (2021). English language learning demotivating factors for Saudi high school EFL students. English Language Teaching, 8, 29. https://doi.org/10.5539/elt.v14n8p29
  • Baba Khouya, Y. (2018). Students demotivating factors in the EFL classroom: the case of Morocco. Advances in Language and Literary Studies, 9(2), 150. https://doi.org/10.7575/aiac.alls.v.9n.2p.150
  • Badrkoohi, A. (2018). The relationship between demotivation and intercultural communicative competence. Cogent Education, 1, 1531741. https://doi.org/10.1080/2331186x.2018.1531741.
  • Bahari, A. (2019). Psychological reactance management via nonlinear dynamic motivation in classroom and telecollaborative second language learning contexts. Journal of Educational, Health and Community Psychology.
  • Brinton, D.M. (2001). A theme-based literature course: Focus on the City of Angels. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp.281–308). University of Michigan Press.
  • Chambers, G. (1993). Taking the ‘de’ out of demotivation. The Language Learning Journal, 1, 13–16. https://doi.org/10.1080/09571739385200051
  • Chen, C.-P. (2018). Understanding mobile English-learning gaming adopters in the self-learning market: The uses and Gratification Expectancy Model. Computers & Education, 126, 217–230. https://doi.org/10.1016/j.compedu.2018.07.015
  • Chen, C. (2019). Study on learners’ demotivation in EFL classroom - a case study at a higher vocational college. Education Journal, 8(6), 338-343. https://doi.org/10.11648/j.edu.20190806.25
  • Chen, Y. C. ve Chen, P. C. (2009). The effect of English popular songs on learning motivation and learning performance. WHAMPOA- An Interdisciplinary Journal 56, 13-28
  • Çankaya, P. (2018). Demotivation factors in foreign language learning. Journal of Foreign Language Education and Technology, 3(1). https://www.learntechlib.org/p/208859/.
  • Daif-Allah, A.S. & Alsamani, A.S. (2014). Motivators for demotivators affecting English language acquisition of Saudi preparatory year program students. English Language Teaching, 7 (1), 128-138
  • DeKeyser, R. M. (2005). What makes learning second‐language grammar difficult? A review of issues. Language Learning, 55(1), 1-25.
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press
  • Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. Routledge.
  • Evans, M., & Tragant, E. (2020). Demotivation and Dropout in Adult EFL Learners.
  • Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: affective states and learning outcomes. System, 3, 403–417. https://doi.org/10.1016/j.system.2009.03.004
  • Falout, J. (2010). Strategies for teacher motivation. The Language Teacher, 34(6).
  • Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. Language Teacher, 28, 3.
  • Fathi, J., Torabi, S. & Arashpour, K. (2019). A qualitative exploration of demotivating factors in english language learning among Iranian EFL learners. International Journal of English Language & Translation Studies. 7(2). 01-11.
  • Fattash, M.M. (2013). Demotivating factors of university ESL teachers. International Journal of Humanities and Social Science, 3(19), 125-132
  • Freeman, D. & Freeman, Y. (1994). Between Worlds: Access to Second Language Acquisition. NH: Heinemann
  • Fritschner, L. M. (2000). Inside the undergraduate college classroom. The Journal of Higher Education, 3, 342–362. https://doi.org/10.1080/00221546.2000.11780826
  • Gao, L., Liu, H., & Liu, X. (2022). Exploring senior high school students’ English learning demotivation in Mainland China. Frontiers in Psychology 13, 822276.. https://doi.org/10.3389/fpsyg.2022.822276
  • Gao, J. (2016). The relationship between external motivation and e-learning engagement: from the perspective of self-determination theory. Research on e-education, 10, 64–69.
  • García Gutiérrez, C. A., & Durán Narváez, N. C. (2018). Revisiting the concept of self-efficacy as a language learning enhancer. GiST Education and Learning Research Journal, 15, 68–95. https://doi.org/10.26817/16925777.391
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House Publishers.
  • Ghaith, G. (2019). The interplay of selected demotivation determinants and achievement in EFL critical reading and writing. TESL EJ. 22 (4), 1-16
  • Ghanizadeh, A., & Erfanian, J. (2017). Probing the antecedents of Iranian EFL teachers’ motivation and demotivation. The Journal of English Language and Literature, 7, 502-508.
  • Gong, Y., Hu, X., & Lai, C. (2018). Chinese as a second language teachers’ cognition in teaching intercultural communicative competence. System, 224–233. https://doi.org/10.1016/j.system.2018.09.009
  • Guan, C., Mou, J., & Jiang, Z. (2020). Artificial intelligence innovation in education: A twenty-year data-driven historical analysis. International Journal of Innovation Studies, 4, 134–147. https://doi.org/10.1016/j.ijis.2020.09.001
  • Hama, H. Q. (2022). Demotivating factors of learning English in classroom: a case of university students in Kurdistan Region of Iraq. International Journal of Social Sciences & Educational Studies, 3. https://doi.org/10.23918/ijsses.v9i3p169
  • Hamada, Y. (2014). The effectiveness of pre-and post-shadowing in improving listening comprehension skills. The Language Teacher 38(1), 3–10.
  • Han, T., Takkaç-Tulgar, A., & Aybirdi, N. (2019). Factors causing demotivation in EFL learning process and the strategies used by Turkish EFL learners to overcome their demotivation. Advances in Language and Literary Studies, 2, 56. https://doi.org/10.7575/aiac.alls.v.10n.2p.56
  • Holbah, W. A., & Sharma, V. (2021). Listening to Saudi EFL learners’ voices: demotivating factors affecting learning. Theory and Practice in Language Studies, 12, 1717–1723. https://doi.org/10.17507/tpls.1112.26
  • Husniyah, A. (2019). Investigating demotivational factors in Indonesian EFL classrooms: The case of madrasa students. Studies in English Language and Education, 1, 44–60. https://doi.org/10.24815/siele.v6i1.12210
  • Javed, N. (2021). Demotivation in vocabulary learning: a qualitative approach to ESL learners’ related factors. Global Educational Studies Review, I, 286–292. https://doi.org/10.31703/gesr.2021(vi-i).29
  • Karaca, M., & Inan, S. (2020). A measure of possible sources of demotivation in L2 writing: a scale development and validation study. Assessing Writing, 100438. https://doi.org/10.1016/j.asw.2019.100438
  • Keblawi, F. A. (2005). Demotivation among Arab learners of English as a foreign language. Proceedings of the Second International Online Conference on Second and Foreign Language Teaching and Research: Initiative, Innovation, and Inspiration. Retrieved on December 22, 2022, from http://www.readingmatrix.com/conference/pp/proceedings2005/keblawi.pdf
  • Khanal, L. P., Bidari, S., & Nadif, B. (2021). Teachers’ (de)motivation during COVID-19 Pandemic: a case study from Nepal. International Journal of Linguistics, Literature, and Translation, 4(6), 82–88. https://doi.org/10.32996/ijllt.2021.4.6.10
  • Kikuchi, K. (2009). Listening to our learners’ voices: what demotivates Japanese high school students? Language Teaching Research, 4, 453–471. https://doi.org/10.1177/1362168809341520
  • Kim, H. (2011). Neural activity that predicts subsequent memory and forgetting: a meta-analysis of 74 fMRI studies. NeuroImage, 3, 2446–2461. https://doi.org/10.1016/j.neuroimage.2010.09.045
  • Kim, T.-Y., Kim, Y., & Kim, J.-Y. (2018). Role of resilience in (de)motivation and second language proficiency: cases of Korean elementary school students. Journal of Psycholinguistic Research, 2, 371–389. https://doi.org/10.1007/s10936-018-9609-0
  • Kim, T.-Y., Kim, Y., & Kim, J.-Y. (2017). A qualitative inquiry on EFL learning demotivation and resilience: a study of primary and secondary EFL students in South Korea. The Asia-Pacific Education Researcher, 1, 55–64. https://doi.org/10.1007/s40299-017-0365-y
  • Levine, G. S. (2011). Code choice in the language classroom. Bristol: Multilingual Matters.
  • Li, Z. (2016). A case study of two college students’ reading strategies and their writing styles. Journal of Arts and Humanities, 7, 15. https://doi.org/10.18533/journal.v5i7.972
  • Li, C. (2021). Understanding L2 demotivation among Chinese tertiary EFL learners from an activity theory perspective. Frontiers in Psychology, 12.
  • Li, C., & Qian, J. (2017). Investigating changes in demotivation among Chinese EFL learners from an activity theory perspective. International Journal of English Linguistics, 1, 44. https://doi.org/10.5539/ijel.v8n1p44
  • Li, C., & Ruan, Z. (2015). Changes in beliefs about language learning among Chinese EAP learners in an EMI context in Mainland China: A socio-cultural perspective. System, 43–52. https://doi.org/10.1016/j.system.2015.08.010
  • Li, C., & Zhou, T. (2017). A Questionnaire-based study on Chinese university students’ demotivation to learn English. English Language Teaching, 3, 128. https://doi.org/10.5539/elt.v10n3p128
  • Li, C., & Zhou, T. (2017b). An exploratory study on the relationship between demotivation and academic fields among Chinese EFL learners. Arab World English Journal, 1, 42–54. https://doi.org/10.24093/awej/vol8no1.4
  • Littlewood, W. (2001). Students’ attitudes to classroom English learning: A cross-cultural study. Language Teaching Research, 5 (1), 3-28.
  • Liu, J. (2022). Demotivating factors among undergraduate distance, English learners: A Chinese case study. Revista Signos, 109, 581–604. https://doi.org/10.4067/s0718-09342022000200581
  • Longman, O. (2009). Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: an ıntroduction to classroom research for language teachers. Cambridge.
  • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: a critical evaluation and guidelines for future work. Child Development, 3, 543–562. https://doi.org/10.1111/1467-8624.00164
  • Mahmud, N. (2019). English Language Learning: Demotivating Factors Among Undergraduates of English as a Second Language (ESL) Learners In Usas.
  • McLelland, N. (2018). The history of language learning and teaching in Britain. The Language Learning Journal, 1, 6–16. https://doi.org/10.1080/09571736.2017.1382052
  • Mede, E., & Budak, T. (2021). Relationship between emotional intelligence, foreign language anxiety, and demotivational factors in an English preparatory language program. Colombian Applied Linguistics Journal, 1, 6–22. https://doi.org/10.14483/22487085.17859
  • Meshkat, M., & Hassani, M. (2012). Demotivating factors in learning English: the case of Iran. Procedia - Social and Behavioral Sciences, 745–749. https://doi.org/10.1016/j.sbspro.2011.12.134
  • Minalla, A. A. (2022). From EFL teachers’ perspective: impact of EFL learners’ demotivation on interactive learning situations at EFL classroom contexts. English Language Teaching, 3, 1. https://doi.org/10.5539/elt.v15n3p1
  • Molavi, A., Biria, R., & Chalak, A. (2018). Effect of teacher motivational practices and student demotivation on request and refusal speech acts produced by Iranian EFL learners. International Journal of Instruction, 3, 347–362. https://doi.org/10.12973/iji.2018.11324a
  • Mustapha, S. M., Rahman, N. S. N. A., & Md.Yunus, M. (2010). Factors influencing classroom participation: a case study of Malaysian undergraduate students. Procedia - Social and Behavioral Sciences, 1079–1084. https://doi.org/10.1016/j.sbspro.2010.12.289
  • Ölmezer Öztürk, E. (2021). Uncovering the reasons of EFL teachers’ unwillingness and demotivation towards being more assessment literate. International Journal of Assessment Tools in Education, 8 (3), 596-612. DOI: 10.21449/ijate.876714
  • Pathan, Z. H., Ismail, S. A. M. M., & Fatima, I. (2020). English language learning demotivation among Pakistani university students: do resilience and personality matter? Journal of Applied Research in Higher Education, 4, 1024–1042. https://doi.org/10.1108/jarhe-04-2020-0087
  • Peterson, R. M. (2001). Course participation: an active learning approach employing student documentation. Journal of Marketing Education, 3, 187–194. https://doi.org/10.1177/0273475301233004
  • Pourtoussi, Z., Ghanizadeh, A., & Mousavi, V. (2018). A qualitative in-depth analysis of the determinants and outcomes of EFL teachers’ motivation and demotivation. International Journal of Instruction, 4, 175–190. https://doi.org/10.12973/iji.2018.11412a
  • Ren, X., & Abhakorn, J. (2022). The psychological and cognitive factors causing college students’ demotivation to learn English in China. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.890459
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
  • Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1), 57-69.
  • Sánchez-Hernández, D. I., Vez López, E., & García-Barrios, Y. (2021). Factors that de-motivate EFL students’ class participation at a school of languages. GIST – Education and Learning Research Journal, 22, 147–172. https://doi.org/10.26817/16925777.860
  • Shagdarsuren, S., Batchuluun, U., & Lang, D. L. (2020). Study of motivatıon types of English-majoring students and demotivating factors - in the context of National University of Mongolia, Erdenet School. Journal of Teaching English for Specific and Academic Purposes, 083-093. https://doi.org/10.22190/jtesap2002083s
  • Sharma, P. (2018). A study on the impact of stress on achievement motivation of students. Siddhant- A Journal of Decision Making, 1, 18. https://doi.org/10.5958/2231-0657.2018.00002.2
  • Song, B., & Kim, T.-Y. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 90–103. https://doi.org/10.1016/j.system.2016.12.010
  • Sun, Y. M., & Lei, L. (2013). An analysis of demotivators in Chinese college EFL classrooms. Foreign Languages Research, 5, 57-65
  • Sun, T., and Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System 90, 102–116. Doı: 10.1016/j.system.2020.102221
  • Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology. 14.
  • Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65(1), 130-138.
  • Tang, Y., & Hu, J. (2022). The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator. Frontiers in Psychology, 13, 985859. https://doi.org/10.3389/fpsyg.2022.985859
  • Taqi, H. A., Taqi, A. A., & Akbar, R. S. (2017). How demotivated are EFL teachers? A Kuwaiti college perspective*. IOSR Journal of Research & Method in Education (IOSRJRME), 01, 35–42. https://doi.org/10.9790/7388-0701023542
  • Tatar, S. (2005). Why keep silent? the classroom participation experiences of non-native-English-speaking students. Language and Intercultural Communication, 3(4), 284–293. https://doi.org/10.1080/14708470508668902
  • Teng, L. S., Sun, P. P., & Xu, L. (2017). Conceptualizing writing self-efficacy in English as a foreign language contexts: scale validation through Structural Equation Modeling. TESOL Quarterly, 4, 911–942. https://doi.org/10.1002/tesq.432
  • Vakilifard, A., Ebadi, S., Zamani, M., & Sadeghi, B. (2020). Investigating demotivating factors in foreign language learners: The case of non-Iranian Persian language learners. Cogent Education, 1. https://doi.org/10.1080/2331186x.2019.1690232
  • Wang, S., & Littlewood, W. (2021). Exploring students’ demotivation and remotivation in learning English. System, 102617. https://doi.org/10.1016/j.system.2021.102617
  • Wang, J., & Pan, L. (2022). Role of resistance to innovation, lack of intercultural communication, and student ınterest on the student demotivation results towards the English Education System. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.922402
  • Wu, W.-C. V., Yang, J. C., Scott Chen Hsieh, J., & Yamamoto, T. (2019). Free from demotivation in EFL writing: the use of online flipped writing instruction. Computer Assisted Language Learning, 4, 353–387. https://doi.org/10.1080/09588221.2019.1567556
  • Yamauchi, M. (2009). Integrating internet technology into the EFL classroom: A Case study. International Journal of Pedagogies and Learning, 2, 3–19. https://doi.org/10.5172/ijpl.5.2.3
  • Yan S. (2022). Lack of self-efficacy and resistance to innovation impact on insufficient learning capabilities: mediating the role of demotivation and moderating the role of institutional culture. Frontiers in Psychology, 13, 923577. https://doi.org/10.3389/fpsyg.2022.923577
  • Yip, W. P. H., & Tsang, A. (2020). “It means one more piece of homework!”: Learners’ demotivation in EFL extensive reading. The Journal of AsiaTEFL, 4, 1413–1421. https://doi.org/10.18823/asiatefl.2020.17.4.17.1413
  • Yunus, M. M. (2018). Innovatıon in education and language learning in 21st century. Journal of Sustainable Development Education and Research, 1, 33. https://doi.org/10.17509/jsder.v2i1.12355
  • Zadorozhna, I. V., Volkova, S. V., Lytvynenko, I. A., & Moroz, I. A. (2021). EFL university students’ challenges in the process of online learning of foreign languages in Ukraine. Arab World English Journal, 1, 70–77. https://doi.org/10.24093/awej/call7.5
  • Zeng, J., Zhang, W., & Sun, W. (2019). A Study on the demotivators in English learning of Chinese non-English majors. Proceedings of the 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018). https://doi.org/10.2991/ssphe-18.2019.2
  • Zeynali, S., Pishghadam, R., & Hosseini Fatemi, A. (2019). Identifying the motivational and demotivational factors influencing students’ academic achievements in language education. Learning and Motivation, 101598. https://doi.org/10.1016/j.lmot.2019.101598

A Systematic Review on the Teachers' and Students' Demotivation in EFL Teaching and Learning

Yıl 2025, Cilt: 27 Sayı: 2, 343 - 354

Meriç Gürlüyer , Muhammed Atmaca

https://doi.org/10.17556/erziefd.1510185

Öz

This study aims to understand better the demotivation towards EFL teaching and learning and analyze and synthesize the research studies carried out between March 2017 and December 2022 to illustrate global demotivation. This study's design, which employs the qualitative approach and is based on a systematic, integrative literature review, is descriptive in nature. This study is conducted methodically to create more broadly relevant or generally applicable data on the topic under investigation. Therefore, 57 research articles were chosen for analysis. Document analysis was employed in this study to collect the data. It was found that most participants of these studies encountered demotivation in their English teaching-learning. Their demotivation was affected by the materials, tools, subjects, rules, and community. The results of this study present suggestions for pedagogical implications to impede demotivation among EFL learners. These results may be helpful for researchers to contribute to the existing literature and focus on the areas in which the current research fails to explain.

Anahtar Kelimeler

Teachers students EFL teaching EFL learning

Kaynakça

  • Adara, R. A., & Najmudin, O. (2020). Analysis on the differences in EFL learners’ demotivating factors after Covid-19 Pandemic. Ta’dib, 24(2), 225. https://doi.org/10.31958/jt.v23i2.2373
  • Adara, R.A., Nuryadi, N., & Nasution, R.A. (2019). Investigating the difference in demotivation factors: a case study of two groups of Indonesian EFL learners. Journal of English Language Studies, 4 (2), 212-225.
  • Adara, R. A., Puspahaty, N., Nuryadi, N., & Utama, W. (2021). Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: a quantitative study. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 2, 100–110. https://doi.org/10.26905/enjourme.v6i2.6519
  • Afshari, A., Tajeddin, Z., & Abbasian, G. (2019). Sources of demotivation among English language learners: novice and experienced teachers’ beliefs. Journal of Modern Research in English Language Studies, Online First. https://doi.org/10.30479/jmrels.2019.10475.1305
  • Akay, C. (2017). Turkish high school students’ English demotivation and their seeking for remotivation: a mixed method research. English Language Teaching, 8, 107. https://doi.org/10.5539/elt.v10n8p107.
  • Ali, M. S., & Pathan, Z. H. (2017). Exploring factors causing demotivation and motivation in learning English language among college students of Quetta, Pakistan. International Journal of English Linguistics, 7(2), 81. https://doi.org/10.5539/ijel.v7n2p81
  • Al-Khasawneh, F. M. (2017). Demotivating factors affecting EFL learning of Saudi undergraduate students. International Journal of Language Education and Applied Linguistics. https://doi.org/10.15282/ijleal.v6.506
  • Al-Malki, E. A. (2018). Perceptive determination of motivating and demotivating factors in learning EFL among Saudi freshmen studying at Taif University. International Journal of English Linguistics, 8(4), 289. https://doi.org/10.5539/ijel.v8n4p289
  • Alyousif, R., & Alsuhaibani, Z. (2021). English language learning demotivating factors for Saudi high school EFL students. English Language Teaching, 8, 29. https://doi.org/10.5539/elt.v14n8p29
  • Baba Khouya, Y. (2018). Students demotivating factors in the EFL classroom: the case of Morocco. Advances in Language and Literary Studies, 9(2), 150. https://doi.org/10.7575/aiac.alls.v.9n.2p.150
  • Badrkoohi, A. (2018). The relationship between demotivation and intercultural communicative competence. Cogent Education, 1, 1531741. https://doi.org/10.1080/2331186x.2018.1531741.
  • Bahari, A. (2019). Psychological reactance management via nonlinear dynamic motivation in classroom and telecollaborative second language learning contexts. Journal of Educational, Health and Community Psychology.
  • Brinton, D.M. (2001). A theme-based literature course: Focus on the City of Angels. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp.281–308). University of Michigan Press.
  • Chambers, G. (1993). Taking the ‘de’ out of demotivation. The Language Learning Journal, 1, 13–16. https://doi.org/10.1080/09571739385200051
  • Chen, C.-P. (2018). Understanding mobile English-learning gaming adopters in the self-learning market: The uses and Gratification Expectancy Model. Computers & Education, 126, 217–230. https://doi.org/10.1016/j.compedu.2018.07.015
  • Chen, C. (2019). Study on learners’ demotivation in EFL classroom - a case study at a higher vocational college. Education Journal, 8(6), 338-343. https://doi.org/10.11648/j.edu.20190806.25
  • Chen, Y. C. ve Chen, P. C. (2009). The effect of English popular songs on learning motivation and learning performance. WHAMPOA- An Interdisciplinary Journal 56, 13-28
  • Çankaya, P. (2018). Demotivation factors in foreign language learning. Journal of Foreign Language Education and Technology, 3(1). https://www.learntechlib.org/p/208859/.
  • Daif-Allah, A.S. & Alsamani, A.S. (2014). Motivators for demotivators affecting English language acquisition of Saudi preparatory year program students. English Language Teaching, 7 (1), 128-138
  • DeKeyser, R. M. (2005). What makes learning second‐language grammar difficult? A review of issues. Language Learning, 55(1), 1-25.
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press
  • Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. Routledge.
  • Evans, M., & Tragant, E. (2020). Demotivation and Dropout in Adult EFL Learners.
  • Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: affective states and learning outcomes. System, 3, 403–417. https://doi.org/10.1016/j.system.2009.03.004
  • Falout, J. (2010). Strategies for teacher motivation. The Language Teacher, 34(6).
  • Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. Language Teacher, 28, 3.
  • Fathi, J., Torabi, S. & Arashpour, K. (2019). A qualitative exploration of demotivating factors in english language learning among Iranian EFL learners. International Journal of English Language & Translation Studies. 7(2). 01-11.
  • Fattash, M.M. (2013). Demotivating factors of university ESL teachers. International Journal of Humanities and Social Science, 3(19), 125-132
  • Freeman, D. & Freeman, Y. (1994). Between Worlds: Access to Second Language Acquisition. NH: Heinemann
  • Fritschner, L. M. (2000). Inside the undergraduate college classroom. The Journal of Higher Education, 3, 342–362. https://doi.org/10.1080/00221546.2000.11780826
  • Gao, L., Liu, H., & Liu, X. (2022). Exploring senior high school students’ English learning demotivation in Mainland China. Frontiers in Psychology 13, 822276.. https://doi.org/10.3389/fpsyg.2022.822276
  • Gao, J. (2016). The relationship between external motivation and e-learning engagement: from the perspective of self-determination theory. Research on e-education, 10, 64–69.
  • García Gutiérrez, C. A., & Durán Narváez, N. C. (2018). Revisiting the concept of self-efficacy as a language learning enhancer. GiST Education and Learning Research Journal, 15, 68–95. https://doi.org/10.26817/16925777.391
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House Publishers.
  • Ghaith, G. (2019). The interplay of selected demotivation determinants and achievement in EFL critical reading and writing. TESL EJ. 22 (4), 1-16
  • Ghanizadeh, A., & Erfanian, J. (2017). Probing the antecedents of Iranian EFL teachers’ motivation and demotivation. The Journal of English Language and Literature, 7, 502-508.
  • Gong, Y., Hu, X., & Lai, C. (2018). Chinese as a second language teachers’ cognition in teaching intercultural communicative competence. System, 224–233. https://doi.org/10.1016/j.system.2018.09.009
  • Guan, C., Mou, J., & Jiang, Z. (2020). Artificial intelligence innovation in education: A twenty-year data-driven historical analysis. International Journal of Innovation Studies, 4, 134–147. https://doi.org/10.1016/j.ijis.2020.09.001
  • Hama, H. Q. (2022). Demotivating factors of learning English in classroom: a case of university students in Kurdistan Region of Iraq. International Journal of Social Sciences & Educational Studies, 3. https://doi.org/10.23918/ijsses.v9i3p169
  • Hamada, Y. (2014). The effectiveness of pre-and post-shadowing in improving listening comprehension skills. The Language Teacher 38(1), 3–10.
  • Han, T., Takkaç-Tulgar, A., & Aybirdi, N. (2019). Factors causing demotivation in EFL learning process and the strategies used by Turkish EFL learners to overcome their demotivation. Advances in Language and Literary Studies, 2, 56. https://doi.org/10.7575/aiac.alls.v.10n.2p.56
  • Holbah, W. A., & Sharma, V. (2021). Listening to Saudi EFL learners’ voices: demotivating factors affecting learning. Theory and Practice in Language Studies, 12, 1717–1723. https://doi.org/10.17507/tpls.1112.26
  • Husniyah, A. (2019). Investigating demotivational factors in Indonesian EFL classrooms: The case of madrasa students. Studies in English Language and Education, 1, 44–60. https://doi.org/10.24815/siele.v6i1.12210
  • Javed, N. (2021). Demotivation in vocabulary learning: a qualitative approach to ESL learners’ related factors. Global Educational Studies Review, I, 286–292. https://doi.org/10.31703/gesr.2021(vi-i).29
  • Karaca, M., & Inan, S. (2020). A measure of possible sources of demotivation in L2 writing: a scale development and validation study. Assessing Writing, 100438. https://doi.org/10.1016/j.asw.2019.100438
  • Keblawi, F. A. (2005). Demotivation among Arab learners of English as a foreign language. Proceedings of the Second International Online Conference on Second and Foreign Language Teaching and Research: Initiative, Innovation, and Inspiration. Retrieved on December 22, 2022, from http://www.readingmatrix.com/conference/pp/proceedings2005/keblawi.pdf
  • Khanal, L. P., Bidari, S., & Nadif, B. (2021). Teachers’ (de)motivation during COVID-19 Pandemic: a case study from Nepal. International Journal of Linguistics, Literature, and Translation, 4(6), 82–88. https://doi.org/10.32996/ijllt.2021.4.6.10
  • Kikuchi, K. (2009). Listening to our learners’ voices: what demotivates Japanese high school students? Language Teaching Research, 4, 453–471. https://doi.org/10.1177/1362168809341520
  • Kim, H. (2011). Neural activity that predicts subsequent memory and forgetting: a meta-analysis of 74 fMRI studies. NeuroImage, 3, 2446–2461. https://doi.org/10.1016/j.neuroimage.2010.09.045
  • Kim, T.-Y., Kim, Y., & Kim, J.-Y. (2018). Role of resilience in (de)motivation and second language proficiency: cases of Korean elementary school students. Journal of Psycholinguistic Research, 2, 371–389. https://doi.org/10.1007/s10936-018-9609-0
  • Kim, T.-Y., Kim, Y., & Kim, J.-Y. (2017). A qualitative inquiry on EFL learning demotivation and resilience: a study of primary and secondary EFL students in South Korea. The Asia-Pacific Education Researcher, 1, 55–64. https://doi.org/10.1007/s40299-017-0365-y
  • Levine, G. S. (2011). Code choice in the language classroom. Bristol: Multilingual Matters.
  • Li, Z. (2016). A case study of two college students’ reading strategies and their writing styles. Journal of Arts and Humanities, 7, 15. https://doi.org/10.18533/journal.v5i7.972
  • Li, C. (2021). Understanding L2 demotivation among Chinese tertiary EFL learners from an activity theory perspective. Frontiers in Psychology, 12.
  • Li, C., & Qian, J. (2017). Investigating changes in demotivation among Chinese EFL learners from an activity theory perspective. International Journal of English Linguistics, 1, 44. https://doi.org/10.5539/ijel.v8n1p44
  • Li, C., & Ruan, Z. (2015). Changes in beliefs about language learning among Chinese EAP learners in an EMI context in Mainland China: A socio-cultural perspective. System, 43–52. https://doi.org/10.1016/j.system.2015.08.010
  • Li, C., & Zhou, T. (2017). A Questionnaire-based study on Chinese university students’ demotivation to learn English. English Language Teaching, 3, 128. https://doi.org/10.5539/elt.v10n3p128
  • Li, C., & Zhou, T. (2017b). An exploratory study on the relationship between demotivation and academic fields among Chinese EFL learners. Arab World English Journal, 1, 42–54. https://doi.org/10.24093/awej/vol8no1.4
  • Littlewood, W. (2001). Students’ attitudes to classroom English learning: A cross-cultural study. Language Teaching Research, 5 (1), 3-28.
  • Liu, J. (2022). Demotivating factors among undergraduate distance, English learners: A Chinese case study. Revista Signos, 109, 581–604. https://doi.org/10.4067/s0718-09342022000200581
  • Longman, O. (2009). Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: an ıntroduction to classroom research for language teachers. Cambridge.
  • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: a critical evaluation and guidelines for future work. Child Development, 3, 543–562. https://doi.org/10.1111/1467-8624.00164
  • Mahmud, N. (2019). English Language Learning: Demotivating Factors Among Undergraduates of English as a Second Language (ESL) Learners In Usas.
  • McLelland, N. (2018). The history of language learning and teaching in Britain. The Language Learning Journal, 1, 6–16. https://doi.org/10.1080/09571736.2017.1382052
  • Mede, E., & Budak, T. (2021). Relationship between emotional intelligence, foreign language anxiety, and demotivational factors in an English preparatory language program. Colombian Applied Linguistics Journal, 1, 6–22. https://doi.org/10.14483/22487085.17859
  • Meshkat, M., & Hassani, M. (2012). Demotivating factors in learning English: the case of Iran. Procedia - Social and Behavioral Sciences, 745–749. https://doi.org/10.1016/j.sbspro.2011.12.134
  • Minalla, A. A. (2022). From EFL teachers’ perspective: impact of EFL learners’ demotivation on interactive learning situations at EFL classroom contexts. English Language Teaching, 3, 1. https://doi.org/10.5539/elt.v15n3p1
  • Molavi, A., Biria, R., & Chalak, A. (2018). Effect of teacher motivational practices and student demotivation on request and refusal speech acts produced by Iranian EFL learners. International Journal of Instruction, 3, 347–362. https://doi.org/10.12973/iji.2018.11324a
  • Mustapha, S. M., Rahman, N. S. N. A., & Md.Yunus, M. (2010). Factors influencing classroom participation: a case study of Malaysian undergraduate students. Procedia - Social and Behavioral Sciences, 1079–1084. https://doi.org/10.1016/j.sbspro.2010.12.289
  • Ölmezer Öztürk, E. (2021). Uncovering the reasons of EFL teachers’ unwillingness and demotivation towards being more assessment literate. International Journal of Assessment Tools in Education, 8 (3), 596-612. DOI: 10.21449/ijate.876714
  • Pathan, Z. H., Ismail, S. A. M. M., & Fatima, I. (2020). English language learning demotivation among Pakistani university students: do resilience and personality matter? Journal of Applied Research in Higher Education, 4, 1024–1042. https://doi.org/10.1108/jarhe-04-2020-0087
  • Peterson, R. M. (2001). Course participation: an active learning approach employing student documentation. Journal of Marketing Education, 3, 187–194. https://doi.org/10.1177/0273475301233004
  • Pourtoussi, Z., Ghanizadeh, A., & Mousavi, V. (2018). A qualitative in-depth analysis of the determinants and outcomes of EFL teachers’ motivation and demotivation. International Journal of Instruction, 4, 175–190. https://doi.org/10.12973/iji.2018.11412a
  • Ren, X., & Abhakorn, J. (2022). The psychological and cognitive factors causing college students’ demotivation to learn English in China. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.890459
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
  • Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1), 57-69.
  • Sánchez-Hernández, D. I., Vez López, E., & García-Barrios, Y. (2021). Factors that de-motivate EFL students’ class participation at a school of languages. GIST – Education and Learning Research Journal, 22, 147–172. https://doi.org/10.26817/16925777.860
  • Shagdarsuren, S., Batchuluun, U., & Lang, D. L. (2020). Study of motivatıon types of English-majoring students and demotivating factors - in the context of National University of Mongolia, Erdenet School. Journal of Teaching English for Specific and Academic Purposes, 083-093. https://doi.org/10.22190/jtesap2002083s
  • Sharma, P. (2018). A study on the impact of stress on achievement motivation of students. Siddhant- A Journal of Decision Making, 1, 18. https://doi.org/10.5958/2231-0657.2018.00002.2
  • Song, B., & Kim, T.-Y. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 90–103. https://doi.org/10.1016/j.system.2016.12.010
  • Sun, Y. M., & Lei, L. (2013). An analysis of demotivators in Chinese college EFL classrooms. Foreign Languages Research, 5, 57-65
  • Sun, T., and Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System 90, 102–116. Doı: 10.1016/j.system.2020.102221
  • Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology. 14.
  • Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65(1), 130-138.
  • Tang, Y., & Hu, J. (2022). The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator. Frontiers in Psychology, 13, 985859. https://doi.org/10.3389/fpsyg.2022.985859
  • Taqi, H. A., Taqi, A. A., & Akbar, R. S. (2017). How demotivated are EFL teachers? A Kuwaiti college perspective*. IOSR Journal of Research & Method in Education (IOSRJRME), 01, 35–42. https://doi.org/10.9790/7388-0701023542
  • Tatar, S. (2005). Why keep silent? the classroom participation experiences of non-native-English-speaking students. Language and Intercultural Communication, 3(4), 284–293. https://doi.org/10.1080/14708470508668902
  • Teng, L. S., Sun, P. P., & Xu, L. (2017). Conceptualizing writing self-efficacy in English as a foreign language contexts: scale validation through Structural Equation Modeling. TESOL Quarterly, 4, 911–942. https://doi.org/10.1002/tesq.432
  • Vakilifard, A., Ebadi, S., Zamani, M., & Sadeghi, B. (2020). Investigating demotivating factors in foreign language learners: The case of non-Iranian Persian language learners. Cogent Education, 1. https://doi.org/10.1080/2331186x.2019.1690232
  • Wang, S., & Littlewood, W. (2021). Exploring students’ demotivation and remotivation in learning English. System, 102617. https://doi.org/10.1016/j.system.2021.102617
  • Wang, J., & Pan, L. (2022). Role of resistance to innovation, lack of intercultural communication, and student ınterest on the student demotivation results towards the English Education System. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.922402
  • Wu, W.-C. V., Yang, J. C., Scott Chen Hsieh, J., & Yamamoto, T. (2019). Free from demotivation in EFL writing: the use of online flipped writing instruction. Computer Assisted Language Learning, 4, 353–387. https://doi.org/10.1080/09588221.2019.1567556
  • Yamauchi, M. (2009). Integrating internet technology into the EFL classroom: A Case study. International Journal of Pedagogies and Learning, 2, 3–19. https://doi.org/10.5172/ijpl.5.2.3
  • Yan S. (2022). Lack of self-efficacy and resistance to innovation impact on insufficient learning capabilities: mediating the role of demotivation and moderating the role of institutional culture. Frontiers in Psychology, 13, 923577. https://doi.org/10.3389/fpsyg.2022.923577
  • Yip, W. P. H., & Tsang, A. (2020). “It means one more piece of homework!”: Learners’ demotivation in EFL extensive reading. The Journal of AsiaTEFL, 4, 1413–1421. https://doi.org/10.18823/asiatefl.2020.17.4.17.1413
  • Yunus, M. M. (2018). Innovatıon in education and language learning in 21st century. Journal of Sustainable Development Education and Research, 1, 33. https://doi.org/10.17509/jsder.v2i1.12355
  • Zadorozhna, I. V., Volkova, S. V., Lytvynenko, I. A., & Moroz, I. A. (2021). EFL university students’ challenges in the process of online learning of foreign languages in Ukraine. Arab World English Journal, 1, 70–77. https://doi.org/10.24093/awej/call7.5
  • Zeng, J., Zhang, W., & Sun, W. (2019). A Study on the demotivators in English learning of Chinese non-English majors. Proceedings of the 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018). https://doi.org/10.2991/ssphe-18.2019.2
  • Zeynali, S., Pishghadam, R., & Hosseini Fatemi, A. (2019). Identifying the motivational and demotivational factors influencing students’ academic achievements in language education. Learning and Motivation, 101598. https://doi.org/10.1016/j.lmot.2019.101598
Toplam 99 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Bu Sayıda
Yazarlar

Meriç Gürlüyer 0000-0003-1236-9676

Muhammed Atmaca 0000-0003-0332-0088

Erken Görünüm Tarihi 19 Haziran 2025
Yayımlanma Tarihi
Gönderilme Tarihi 4 Temmuz 2024
Kabul Tarihi 11 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 27 Sayı: 2

Kaynak Göster

APA Gürlüyer, M., & Atmaca, M. (2025). A Systematic Review on the Teachers’ and Students’ Demotivation in EFL Teaching and Learning. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 27(2), 343-354. https://doi.org/10.17556/erziefd.1510185

Erzincan University Journal of Education Faculty