From EFL Teachers' Perspective: Impact of EFL Learners' Demotivation on Interactive Learning Situations at EFL Classroom Contexts

Autor/in	Minalla, Amir Abdalla
Titel	From EFL Teachers' Perspective: Impact of EFL Learners' Demotivation on Interactive Learning Situations at EFL Classroom Contexts
Quelle	In: English Language Teaching, 15 (2022) 3, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Learning Motivation; Second Language Learning; Second Language Instruction; English (Second Language); Learning Processes; Classroom Communication; Group Dynamics; Class Activities; Cultural Background; Foreign Countries; Language Teachers; Undergraduate Students; College Faculty; Masters Degrees; Doctoral Degrees; Educational Attainment; Teacher Characteristics; Teacher Attitudes; Saudi Arabia + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Learning process; Lernprozess; Klassengespräch; Gruppendynamik; Ausland; Language teacher; Sprachunterricht; Fakultät; Doctoral degree; Doktorgrad; Bildungsabschluss; Bildungsgut; Lehrerverhalten; Saudi-Arabien
Abstract	For some reason, EFL students lose their motivation and interests and become more demotivated as time goes by. Many of the conducted studies focus on the factors that cause EFL learners' demotivation rather than how EFL learners' demotivation impact on classroom learning processes. Thus, the study will focus on the impact of EFL learners' demotivation on the procedures and processes employed for EFL classroom interaction. The data are collected and statistically analyzed. The findings revealed the processes and the procedures that adopted for developing classroom interaction are negatively affected by the low quality of the participation that EFL demotivators do. These results negatively reflected EFL classroom interaction processes, EFL teachers' performance, and EFL classroom group dynamics. In the light of these results, it recommended that the interactive classroom activities should be carefully designed and appropriately adapted to stimulate EFL demotivators' interests. For example, the characteristics of these interactive classroom activities are in their content that reflects EFL learners' cultural backgrounds and connects them to their every day actions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01