آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,385 |
| تعداد مقالات | 16,977 |
| تعداد مشاهده مقاله | 54,639,496 |
| تعداد دریافت فایل اصل مقاله | 17,229,388 |
An Investigation into the Demotivating and Remotivating Factors among Iranian MA and PhD Exam Candidates of TEFL (Research Article) | ||
| Journal of English Language Teaching and Learning | ||
| دوره 13، شماره 27، 2021، صفحه 81-112 اصل مقاله (980.45 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2021.45627.2377 | ||
| نویسندگان | ||
| Ali Derakhshan* 1؛ Mohammad Qafouri2؛ Maryam Faribi3 | ||
| 1Associate Professor in Applied Linguistics, Department of English Language and Literature, Golestan University, Gorgan, Iran. | ||
| 2MA in TEFL, Department of English and Literature, University of Guilan, Rasht, Iran | ||
| 3PhD Candidate in TEFL, Department of English and Literature, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran | ||
| چکیده | ||
| Learning outcomes will highly increase if barriers are identified and removed appropriately. Since demotivating factors can affect the learning process negatively, regaining the lost interest of learners leads to higher levels of academic achievement. Demotivation has been referred to as low motivation instead of being an independent concept on its own on the one hand, and the demotivating factors related to PhD exam candidates have not been taken into consideration so far on the other hand. As a result, this research attempted to examine both the demotivating and remotivating factors in the Iranian milieu, for which 100 MA and 78 PhD exam candidates from various universities took part in our study. The participants filled out a validated demotivating questionnaire for data collection, and 15 MA and 20 PhD participants participated in a semi-structured interview, encompassing five open-ended questions. The multivariate analysis of ANOVA depicted a significant difference between the most demotivating factor (economic problems) and the least demotivating one (curriculum decisions). Moreover, the data provided by the participants were analyzed to reduce the effect of these factors. Identifying the demotivating factors and trying to neutralize their negative effects by considering the remotivating options enables the policymakers to help the students move towards academic satisfaction which in the long run leads to their psychological well-being. | ||
| کلیدواژهها | ||
| Motivation؛ Demotivating Factors؛ Remotivating Factors؛ MA Exam Candidates؛ PhD Exam Candidates؛ Positive Psychology | ||
| مراجع | ||
|
Abrahamson, M. (1983). Social research methods. Englewood Cliffs, New Jersey; Prentice Hall.
Afshari, A., Tajeddin, Z., & Abbasian, G. R. (2019). Sources of demotivation among English language learners: Novice and experienced teachers’ beliefs. Journal of Modern Research in English Language Studies, 6(4), 81-59.
Ali, M., & Pathan, Z. (2017). Exploring factors causing demotivation and motivation in learning English language among college students of Quetta, Pakistan. International Journal of English Linguistics, 7(2), 81-89.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Boston: Cengage Learning.
Baez, B. (2002). Confidentiality in qualitative research: Reflections on secrets, power and agency. Qualitative Research, 2(1), 35-58.
Balkis, M. (2018). Academic amotivation and intention to school dropout: The mediation role of academic achievement and absenteeism. Asia Pacific Journal of Education, 38(2), 257-270.
Bonta, E. (2019). Demotivation-triggering factors in learning and using a foreign language- an empirical study. Journal of Innovation in Psychology, Education and Didactics, 23(2), 177-198.
Brown, H. D. (2008). Principles of language learning and teaching. White Plains, NY: Pearson Longman.
Carpenter, C., Falout, J., Fukuda, T., Trovela, M., & Murphey, T. (2009). Helping students to repack for remotivation and agency. In A. M. Stoke (ed.), JALT2008 Conference Proceedings (pp. 259-274). Tokyo: JALT.
Cortazzi, M., & Jin, L. (1996). English teaching and learning in China. Language Teaching, 29(2), 61-80.
Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55(4), 613-659.
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language Learning, 40(1), 45-78.
Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21(1), 43-59.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z., & Otto´, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, 92(2), 232-249
Falout, J. (2012). Coping with demotivation: EFL learners' remotivation processes. TESL-EJ, 16(3), 1-29.
Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417.
George, D., & Mallery, P. (2012). IBM SPSS statistics 19 step by step: A simple guide and reference (12th ed.). Boston, MA: Pearson
Ghadirzadeh, R., Hashtroudi, F. P., & Shokri, O. (2012). Demotivating factors for English language learning among university students. Journal of Social Sciences, 8(2), 189-195.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA. Sage.
Harmer, J., 2001. The practice of English language teaching. Harlow: Pearson.
Haryanto, E., Makmur, M., Ismiyati, Y., & Aisyah, S. (2018). The demotivating factors of English language learning among Madrasah Tsanawiah students: the case of One Madrasah in Jambi City. Edukasi: Jurnal Pendidikan dan Pengajaran, 5(1), 6-21.
Hassaskhah, J., Mahdavi Zafarghandi, A., & Fazeli, M. (2015). Reasons for demotivation across years of study: voices from Iranian English major students. Educational Psychology, 35(5), 557-577.
Held, B. S. (2004). The negative side of positive psychology. Journal of Humanistic Psychology, 44 (1), 9-46.
Hwang, H., & Duke, N. K. (2020). Content counts and motivation matters: Reading comprehension in third graders who are English learners. AERA Open, 6(1), 1-17.
Kaivanpanah, S., & Ghasemi, Z. (2011). An investigation into sources of demotivation in second language learning. Iranian Journal of Applied Linguistics (IJAL), 14(2), 89-110.
Keblawi, F. (2005, September). Demotivation among Arab learners of English as a foreign language. In Proceedings of the Second International Online Conference on Second and Foreign Language Teaching and Research-September (pp. 16-18).
Lopez, S. J., & Snyder, C. R. (2009) Oxford handbook of positive psychology. Oxford, UK: Oxford University Press.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive psychology in SLA. Bristol: Multilingual Matters.
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262-274.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta‐analysis of studies conducted by Gardner and associates. Language Learning, 53(S1), 167-210.
Meshkat, M., & Hassani, M. (2012). Demotivating factors in learning English: The case of Iran. Procedia-Social and Behavioral Sciences, 31, 745-749.
Muhonen, J. (2004). Second language demotivation: Factors that discourage pupil from learning the English language (Unpublished pro Graduate Thesis). University of Jyvaskyla. Jyväskylä, Finland
Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 25(4), 427-431.
Oxford, R. L. (1998). The unravelling tapestry: Teacher and course characteristics associated with demotivation in the language classroom. Demotivation in foreign language learning. Paper presented at the TESOL ’98 Congress, Seattle, WA.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
Peterson, C. (2006). A primer in positive psychology. New York: Oxford university press.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Rotgans, J. I., & Schmidt, H. G. (2012). The intricate relationship between motivation and achievement: Examining the mediating role of self-regulated learning and achievement-related classroom behaviors. International Journal of Teaching and Learning in Higher Education, 24(2), 197-208.
Sahragard, R., & Alimorad, Z. (2013). Demotivating factors affecting Iranian high school students’ English learning. In M. Cortazzi & L.Jin (Eds.), Researching cultures of learning (pp. 308-327). London, UK: Palgrave Macmillan.
Sahragard, R., & Ansaripour, E. (2014). Demotivating and remotivating factors among MA students of TEFL: An Iranian case. International Journal of Society, Culture & Language, 2(1), 88-105.
Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1), 57-69.
Samsibar, S., & Naro, W. (2018). The effectiveness of role play method toward students’ motivation in English conversation. English, Teaching, Learning, & Research Journal, 4(1), 107-116.
Savin-Baden, M., & Howell Major, C. (2013). Qualitative research: The essential guide to theory and practice. Oxon, UK: Routledge.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55(1), 5-14.
Shagdarsuren, S., Batchuluun, U., & Lang, D. L. (2020). Study of motivation types of English-majoring students and demotivating factors in the context of national university of Mongolia, Erdent School. Journal of Teaching English for Specific and Academic Purposes, 8(2), 83-93.
Song, B., & Kim, T. Y. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65, 90-103.
Soureshjani, K. H., & Riahipour, P. (2012). Demotivating factors on English speaking skill: A study of EFL language learners and teachers’ attitudes. World Applied Sciences Journal, 17(3), 327-339.
Syukri, S., & Humaera, I. (2019). Gaining motivation on English learning for special need students using flashcards, foldable books and posters in EFL context. Langkawi: Journal of the Association for Arabic and English, 5(2), 91-101.
Tabatabaei, O., & Molavi, A. (2012). Demotivating factors affecting EFL learning of Iranian seminary students. International Education Studies, 5(1), 181-190.
Tanaka, T. (2005). Teacher influence on learner motivation. Osaka female junior college, Retrieved in the EFL classroom. System, 37(1), 57-69
Trang, T. T. T., & Baldauf Jr, R. B. (2007). Demotivation: Understanding resistance to English language learning-the case of Vietnamese students. The Journal of Asia TEFL, 4(1), 79-105.
Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation. In E. A. Soler & V. C. Espurz (Eds.), Current issues in English language methodology (pp. 77–89). Castello de la Plana, ´ Spain: Universitat Jaume I.
Ushioda, E., & Dörnyei, Z. (2011). Teaching and researching: Motivation. Harlow: Pearson Education.
Vaid, J. (2006). Joking across languages: Perspectives on humor, emotion, and bilingualism. In A. Pavlenko (ed.), Bilingual Minds: Emotional Experience, Expression and Representation (pp. 152-182). Clevedon: Multilingual Matters.
Warden, C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 33(5), 535-545.
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd Ed.). San Francisco: Jossey-Bass.
Zeynali, S., Pishghadam, R., & Hosseini Fatemi, A. (2019). Identifying the motivational and demotivational factors influencing students’ academic achievements in language education. Learning and Motivation, 68, 1-12.
| ||
|
آمار تعداد مشاهده مقاله: 1,302 تعداد دریافت فایل اصل مقاله: 812 |
||