English Language Learning Demotivating Factors for Saudi High School EFL Students

Raneem Alyousif,Zainab Alsuhaibani

doi:10.5539/elt.v14n8p29

Abstract

Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students&rsquo; motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.&nbsp;

Highlights

It is undebatable that motivation is fundamental in second or foreign language learning
Previous studies showed that motivation is one of the influential factors that can affect the process of language learning (Al-Hoorie, 2018; Bradford, 2007; Dornyei & Ushioda, 2021)
The sample consisted of 365 Saudi female high school EFL students randomly selected from six different public schools

Summary

Introduction

It is undebatable that motivation is fundamental in second or foreign language learning. Previous studies showed that motivation is one of the influential factors that can affect the process of language learning (Al-Hoorie, 2018; Bradford, 2007; Dornyei & Ushioda, 2021). Motivation researchers were strongly interested in the positive effects of motivation that increase students’ interest toward learning (Al-Hoorie & MacIntyre, 2020; Boo et al, 2015; Dornyei, 2020; Crookes & Schmidt, 1991; Peacock, 1997). There are negative factors that can affect motivation and disturb any process of learning, language learning. As opposed to the positive factors that can enhance language students’ motivation, demotivating factors gradually lessen motivation and hinder effective language learning

Objectives

Methods

Results

Discussion

Conclusion