Purposeĭörnyei's definition of demotivation as an external force poses an inherent, theoretical contradiction to his work on two of the main demotivating factors he identified: reduced self-confidence and negative attitude towards L2 community.

He clarifies that demotivation does not result from (1) powerful distractions or a more attractive option (2) gradual loss of interest and (3) an internal process of deliberation without any specific external trigger. She reports demotives in teaching methods, learning tasks, and coursework pressures.ĭörnyei (2001) first broadly states that demotivation 'concerns various negative influences that cancel out existing motivation,' but excludes affect as a stimulus by narrowing his definition to ' specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action' (p. Ushioda (1998) simply asked learners what they thought demotivating in their learning experience. Similarly with open-ended questions, Christophel & Gorham (1995) found teacher behavior factors and structure/format factors of course design as sources of demotivation. Bacon & Finnemann (1990) were able to construct two reliable, separate factors, negative affect/frustration, and unwillingness to participate-this latter one emerging from an open-ended questionnaire. He identified an independent factor, bad learning experiences, based on Weiner's (1986) attributional concepts, which correlates to proficiency (Dörnyei, 1990). He questions the validity of tests that focus largely on positive motivational inducements, emphasizing that demotivation affects learner motivation. In measuring motivation, Dörnyei (2001) says it is important to figure how much demotives subtract from the positive variables. We report which students felt demotivation, what made them feel it, and when it happened. The next logical step is to ask the students if something detracted from their motivation. The NCUEE also found that teachers-especially those at colleges of science, engineering, and pharmacy-discredited their students' knowledge of English and other foreign languages (Suzuki, Arai, & Yanai, 1999). A surprising 84.8% of the teachers accounted for this 'serious problem' by the following explanation, which consequently topped the list: Motivation to tackle assignments voluntarily and willingly is lacking. Among growing concerns about nationwide reports of a decline in academic performance over the preceding decade, the National Center for University Entrance Examinations (NCUEE) administered a survey to 361 national universities in Japan.

Ifactor course