Demotivation: Affective states and learning outcomes  

Oleh:

Falout, Joseph ; Elwood, James

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 37 no. 3 (Sep. 2009), page 403-417.
Topik: Motivation; Demotivation; Remotivation; Self-regulation; Grammar-translation
Fulltext: p. 403-417.pdf (255.67KB)

Isi artikel

Demotivation can negatively influence the learner’s attitudes and behaviors, degrade classroom group dynamics and teacher’s motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and the relationship between past demotivating experiences and present proficiencies. Affective states and capacity to self-regulate learning were compared among learners with varying academic interests, experiences, and proficiencies. Demotivating factors were grouped into three categories: external conditions of the learning environment, internal conditions of the learner, and reactive behaviors to demotivating experiences. Internal and reactive factors were shown to correlate with long-term EFL learning outcomes. Findings from this study indicated that beginning, less-proficient learners in non-English majors were least likely to control their affective states to cope with demotivating experiences. Finally, this paper discusses steps that might prevent or minimize demotivation and facilitate remotivation.

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