Demotivation and Remotivation of Asian University Students in English Learning and the Interplay of Sociocultural Factors: A Meta-Synthesis

Autor/in	Guan, Lingtao
Titel	Demotivation and Remotivation of Asian University Students in English Learning and the Interplay of Sociocultural Factors: A Meta-Synthesis
Quelle	(2022), (119 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delaware State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9410-7
Schlagwörter	Hochschulschrift; Dissertation; English (Second Language); Second Language Learning; Second Language Instruction; Asians; Student Motivation; Meta Analysis; Cultural Context; Social Environment; Coping; Learning Theories; College Students; Student Adjustment; Learning Motivation; Correlation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Schulische Motivation; Meta-analysis; Metaanalyse; Soziales Umfeld; Bewältigung; Learning theory; Lerntheorie; Collegestudent; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Motivation for studies; Lernmotivation; Korrelation
Abstract	The purpose of this qualitative meta-synthesis is to investigate the demotivation and remotivation of Asian university students in the EFL context and the interplay with sociocultural factors. This meta-synthesis was designed to address three research questions:1. What are the demotivating factors of Asian university students who are learning English as a foreign language? 2. What can be done to help Asian university students become remotivated toward learning English as a foreign language? 3. How do sociocultural contexts interplay with the demotivating and remotivating factors of Asian university students in their learning English as a foreign language? The findings of sixteen purposefully sampled empirical qualitative or mixed-method studies were synthesized under the conceptual frameworks adapted from Sakai and Kikuchi's (2009) model of demotivators, the higher-order families of coping and adaptive processes from Skinner et al. (2003), and the theoretical paradigm of Vygotskian sociocultural theory. Sixteen themes were generated through the use of open coding, axial coding, and systematic categorizing. A new model including four themes was developed to interpret demotivation in Asian university students' English learning. Eight themes and four themes emerged to discuss the other two research questions respectively. This study had implications for theoretically framing EFL demotivation and remotivation and providing a value of reference to future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01