Abstract
The article discusses the demotivation factors influencing graduate students studying English in Libya. The study specifically looks to discuss how the sex of the student may influence the English learning process. For this reason, the study applies a quantitative research framework to test how factors such as classroom environment, low test scores, grammar-based teaching, and teacher's behaviour, amongst others, may influence overall student motivation levels. To conclude, a questionnaire composed of 35 questions was shared with 49 participants registered for graduate studies at the Libyan academy, and they were asked questions relating to course content, teaching material, grammar-based teaching, teacher's behaviour, the atmosphere of the learning place, affinity, and confidence level of the students. After conducting a T-test to evaluate the data, the study found that grammar-based instruction was the most demotivating factor for students. It was also revealed that gender did not affect the learning parameters of second-language learners.
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