جستجوی مقالات مرتبط با کلیدواژه « بی انگیزگی » در نشریات گروه « ادبیات و زبان ها »

The main focus of this study was to investigate to what extent Iranian intermediate EFL learners were motivated to learn English. Besides, an attempt was made to find the differences between teachers and learners in terms of their perceptions of demotivation sources and the strategies used to reduce them. To that end, some two hundred Intermediate English learners doing their BA’s in different fields, one hundred experienced EFL teachers with at least three years of experience, and 80 novice EFL teacher with less than three years of experience were asked to participate in the survey and share their perceptions of demotivation sources as well as strategies to reduce demotivation. For this survey study, a quantitative approach was adopted. The results revealed that all the motivational constructs of Attitude/Motivation Test Battery (AMTB) considerably decreased as the EFL learners were preceding along the course. Furthermore, Demotivation Sources Questionnaire (DSQ) and Demotivation Reduction Strategies Questionnaire (DRSQ) were distributed among the chosen participants, and one-Way ANOVA was run to examine any statistically significant difference between the three groups of participants’ perceptions or priorities of two constructs. The findings revealed that there was no remarkable difference between the perceptions and priorities of three groups. The study concluded with several suggestions for language teachers and

The present study probed 250 English as foreign language (EFL) learner's de-motivation by investigating its role in student's burnout, i.e., a state of physical, emotional, and mental exhaustion caused by long-term involvement in situations that are emotionally demanding or stressful. It also sought to examine the indirect impact of de-motivation and direct impact of burnout on language achievement among Iranian English learners. To do so, a two-phase study was designed. The first phase comprised an array of different steps to validate the Persian version of the 'de-motivation scale' designed by Sakai and Kichuki (2009). It measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. In the second phase, the researchers utilized the validated questionnaire along with the student version of Maslach Burnout Inventory (Schaufeli et al., 2002) to explore the relationship among student's de-motivation, their burnout, and achievement. The latter scale measures three dimensions of burnout, namely, emotional exhaustion, cynicism, and academic inefficacy. The results of reliability estimates and confirmatory factor analysis (CFA) demonstrated acceptable reliability and validity indices of the Persian version of 'demotivation scale'. The findings of the second phase yielded via structural equation modeling (SEM) revealed that student's de-motivation positively predicted student's burnout with 'class material's and 'lack of interest' having the highest influence. Burnout in turn was found to negatively influence language achievement.