Abstract
<em>The present study explored the demotivating and re-motivating factors from the point of view of MA students at Wollega University. The study employed mixed method, and the quantitative data were gathered from 161 students, and to gather the qualitative data, six students were interviewed. SPSS 16 was employed to analyse the quantitative data. The qualitative data were analysed using NVivo. An explanatory factor analysis was conducted to revalidate the questionnaire and to explore the sampling adequacy and factorability of the items. Based on the result, nine demotivating factors were retained. As the result of independent t-tests revealed, there were no significant differences between male and female students and government and self-sponsor students regarding the demotivating factors. However, the one-way ANOVA revealed a statistically significant difference across respondents’ year of study for most of the factors except instructors’ characteristics and administrative decisions. The interviews were analysed to explore the possible re-motivating factors. Three major sub-themes (curriculum revision, improving facilities and improving administrative decisions) were emerged. It was concluded that curriculum decision is the most prevalent problem for MA in TEFL students. To solve this problem, the researchers recommended the need for MA in TEFL curriculum.</em>
Highlights
English as emerged a lingua franca in most part of the world since it is recently used as a language of science, technology and tourism (Talebinezhad & Aliakbari, 2001)
Falout and Maruyama (2004), for instance, compared demotivating factors to learn English among low and high proficiency language learners. They reported that higher proficiency learners attributed demotivation to external factors, especially teachers, while lower proficiency learners attributed their demotivation to internal factors, failure in performance
From the qualitative data only five themes were emerged as demotivating factors, and the result indicated that Curriculum decision is the most prevalent demotivating factor, followed by Future Pessimism, Facilities, Administrative decisions and Instructor’ characteristics
Summary
English as emerged a lingua franca in most part of the world since it is recently used as a language of science, technology and tourism (Talebinezhad & Aliakbari, 2001). Several studies were conducted abroad on the demotivating factors that affect EFL learners (Ali & Pathan, 2017; Dörnyei & Ushioda, 2011; Falout et al, 2009; Fattash, 2013; Piggot, 2008; Muhonen, 2004; Sakai & Kikuchi, 2009). Falout and Maruyama (2004), for instance, compared demotivating factors to learn English among low and high proficiency language learners. Piggot (2008) investigated Japanese students’ perceptions of the motivating and demotivating classroom factors in learning English as a foreign language. English language teachers of secondary schools are pursuing their postgraduate education in different Universities in Ethiopia Despite such education opportunities, the researchers of this study observed that MA students of TEFL are being demotivated due to various factors. The aim of this study was to explore motivating and demotivating factors among MA students of TEFL at Wollega University. The study sought answers for the following research questions. 1) What are the most prevailing demotivating factors among MA students of TEFL? 2) Are there differences between participants’ self-reported demotivating factors across their gender, sponsor type and study year? 3) What are the re-motivating factors among MA students of TEFL?
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
