PERCEPTIONS OF ENGLISH MEDIUM AND NON-ENGLISH MEDIUM STUDENTS REGARDING DEMOTIVATION IN LEARNING ENGLISH AS FOREIGN LANGUAGE
Abstract
Demotivation is a great impediment to language learning, especially in Pakistan where English language learners face a lot of demotivating factors due to the dichotomy in the educational structure of the country. Current study is an attempt to explore the factors that are perceived as demotivating factors in learning of English as L2 by Sardar Bahadur Khan Women’s University students due to their different mediums of education. The collected data was analyzed to find out the statistically significant difference of opinion which may exist in the response of English medium and non-English medium students. The sample of the study responded to the adapted version of Ali Al-Khairy (2013) questionnaire. This study is supported by Deci & Ryan (1985) “Self-determination theory (SDT)”. The factors investigated include, English teacher’s behavior; teaching methodology; classroom environment, student’s lack of self-confidence; student’s negative perception of English; less exposure to English; tough English vocabulary and grammar. The findings revealed that there is a statistically significant difference in opinion between English medium and non-English medium students regarding demotivating factors. English medium students do not consider teachers’ decreased use of English, negative response of their friends, spellings and grammar as demotivating factors. On the contrary, non-English medium consider these factors as demotivating and discouraging.
Keywords: De-motivation, Motivation, EFL learners, Demotivating factors, English Medium (EM), Non English Medium (NEM).
Keywords
References
- Al-Khairy, M. A. (2013). Saudi English-major undergraduates' academic writing problems: A Taif university perspective. English Language Teaching, 6 (6).
- Arai, K. (2004). What ‘demotivates’ language learners? Qualitative study on demotivational factors and learners’ reactions. Bulletin of Toyo Gakuen University, 12(3), 39-47.
- Brutt-Griffler, J. (2002). World English: A Study of its development. Multilingual Matters. Vol. 34.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
- Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal,78(3), p.273-284..
- Dornyei, Z. (2001). Teaching and researching motivation. Applied linguistics in action. Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE, England. Web site: http://www.pearsoneduc. com.
- Hu, R. J. S. (2011). The relationship between demotivation and EFL learners’ English language proficiency. English Language Teaching,4(4), p.88.
- Keblawi, F. (2005). 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, p.16-18.
- Mufta, M. & Galea, S. R. (2013).Language learning motivation among Malaysian pre-university students. English Language Teaching.
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), p.54-67.
- Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation
- Yan, H. (2009). Student and teacher de-motivation in SLA. Asian Social Science, 5(1), p.109.
Abstract
References
- Al-Khairy, M. A. (2013). Saudi English-major undergraduates' academic writing problems: A Taif university perspective. English Language Teaching, 6 (6).
- Arai, K. (2004). What ‘demotivates’ language learners? Qualitative study on demotivational factors and learners’ reactions. Bulletin of Toyo Gakuen University, 12(3), 39-47.
- Brutt-Griffler, J. (2002). World English: A Study of its development. Multilingual Matters. Vol. 34.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
- Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal,78(3), p.273-284..
- Dornyei, Z. (2001). Teaching and researching motivation. Applied linguistics in action. Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE, England. Web site: http://www.pearsoneduc. com.
- Hu, R. J. S. (2011). The relationship between demotivation and EFL learners’ English language proficiency. English Language Teaching,4(4), p.88.
- Keblawi, F. (2005). 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, p.16-18.
- Mufta, M. & Galea, S. R. (2013).Language learning motivation among Malaysian pre-university students. English Language Teaching.
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), p.54-67.
- Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation
- Yan, H. (2009). Student and teacher de-motivation in SLA. Asian Social Science, 5(1), p.109.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | August 26, 2016 |
| Submission Date | August 24, 2016 |
| Published in Issue | Year 2016Volume: 2 Issue: 5 |
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