.svg){kind=logo}
STATISTICAL ANALYSIS OF DEMOTIVATING FACTORS INFLUENCING THE CONSISTENCY OF UNDERGRADUATE STUDENTS IN LEARNING ENGLISH LANGUAGE IN KRG OF IRAQ
Keywords:
English language, demotivating factors, consistency, statistical analysis, qualitative research, language learning.DOI:
https://doi.org/10.17654/0972361723059Abstract
The paper explores demotivating factors that influence the consistency of learning the English language of undergraduate students. A lot of research has been done to examine the demotivation of students; however, very little research has focused on exploring the demotivating components affecting the consistency of learning a language in the Kurdistan Regional Government of Iraq. This work comprises students from diverse backgrounds, ages, and faculties at Tishk International University in Erbil, Kurdistan Regional Government of Iraq. A quantitative approach was chosen as a means of research design the results of which were analyzed with SPSS (version 27). The findings of the study revealed three major and three minor factors that affect the learners’ consistency in English language development. This research provides significant insights and understanding of the obstacles the students face during their English language learning journey.
Received: August 16, 2023
Revised: September 25, 2023
Accepted: October 3, 2023
References
G. A. Abaunza, F. Martinez-Abad, M. J. Rodriguez-Conde, and M. D. Avalos-Obregon, Demotivating factors in learning English as a foreign language: case in Colombian vulnerable rural schools, Revista ESPACIOS 41(4) (2020), 1-17.
R. Bagheri Nevisi and A. Farhani, Motivational factors affecting Iranian English as a Foreign Language (EFL) learners’ learning of English across differing levels of language proficiency, Frontiers in Psychology 13 (2022), 869599.
M. Bernaus, A. Wilson and C. Gardner, Teachers’ motivation, classroom strategy use, students’ motivation, and second language achievement, 2009. http://dx.doi.org/10.30827/Digibug.31869.
Z. Dornyei, Teaching and Researching Motivation, Pearson Education Limited, 2001. https://doi.org/10.4324/9781315849167.
Z. Dornyei and E. Ushioda, Teaching and Researching: Motivation, 2nd ed., Pearson Education Limited, 2011. https://doi.org/10.4324/9781315849150.
A. S. Getie, Factors affecting the attitudes of students towards learning English as a foreign language, Cogent Education 7(1) (2020), 1738184.
T. Han, A. Takkac-Tulgar and N. Aybirdi, Factors causing demotivation in EFL learning process and the strategies used by Turkish EFL learners to overcome their demotivation, Advances in Language and Literary Studies 10(2) (2019), 56-65.
E. K. Horwitz, M. B. Horwitz and J. Cope, Foreign language classroom anxiety, The Modern Language Journal 70(2) (1986), 125-132.
https://doi.org/10.1111/j.1540-4781.1986.tb05256.x.
S. M. Hosseini and M. Rahimi, A qualitative study of the demotivating factors that affect the consistency in learning English as a foreign language: Iranian EFL learners’ perspectives, Journal of Language and Education 7(1) (2021), 91-104. https://doi.org/10.17323/jle.2021.11608-6.
G. Hu, Effects of task difficulty on EFL learners’ anxiety and learning outcomes, Language Teaching Research 24(4) (2020), 452-470.
https://doi.org/10.1177/1362168819889475.
R. M. Klassen and L. E. Kim, Academic motivation of Korean adolescents: longitudinal and reciprocal relationship with academic achievement, Journal of Educational Psychology 102(3) (2010), 531-547.
https://doi.org/10.1037/a0019054.
Y. Liu, Time management and learning motivation in English learning, Journal of Language Teaching and Research 9(1) (2018), 142-147.
doi: 10.17507/jltr.0901.16.
X. Ren and J. Abhakorn, The psychological and cognitive factors causing college students’ demotivation to learn English in China, Frontiers in Psychology 13 (2022), 890459.
R. Ryan and N. Weinstein, Undermining quality teaching and learning: a self-determination theory perspective on high-stakes testing, Theory and Research in Education 7(2) (2009), 224-233.
L. Rudzki and J. Edwards, The impact of teacher support on student motivation in learning English as a foreign language, International Journal of Applied Linguistics and English Literature 7(3) (2018), 67-73.
doi: 10.7575/aiac.ijalel.v.7n.3p.67.
S. Sulaiman and A. Abdul Aziz, The role of teacher support in enhancing motivation, engagement, and consistency in learning English as a foreign language, The Asia-Pacific Education Researcher 29(2) (2020), 123-133.
https://doi.org/10.1007/s40299-019-00491-w.
Hsiao-Lin Tuan, Chi-Chin Chin, and Shyang-Horng Shieh, The development of a questionnaire to measure students, motivation towards science learning, International Journal of Science Education 27(6) (2005), 639-654.
https://doi.org/10.1080/0950069042000323737.
R. Vallerand et al., The academic motivation scale: a measure of intrinsic, extrinsic, and motivation in education, Educational and Psychological Measurement 52(4) (1992), 1003-1017.
Y. Wang and Y. Sun, The role of teacher support in EFL learners’ motivation: a study of Chinese college students, English Language Teaching 14(4) (2021), 169-177. doi: 10.5539/elt.v14n4p169.
M. S. Yasin and M. F. Adnan, Time management as a demotivating factor in EFL learning: a case study of Pakistani graduate students, International Journal of Instruction 9(1) (2016), 89-104. doi: 10.12973/iji.2016.91.6.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Pushpa Publishing House, Prayagraj, India
This work is licensed under a Creative Commons Attribution 4.0 International License.
____________________________
Attribution: Credit Pushpa Publishing House as the original publisher, including title and author(s) if applicable.
No Derivatives: Modifying or creating derivative works not allowed without written permission.
Contact Pushpa Publishing House for more info or permissions.
Journal Impact Factor: 
