A Mixed-Methods Approach to Demotivating Factors among Iranian EFL Learners

Autor/inn/en	Ghonsooly, Behzad; Hassanzadeh, Tahereh; Samavarchi, Laila; Hamedi, Seyyedeh Mina
Titel	A Mixed-Methods Approach to Demotivating Factors among Iranian EFL Learners
Quelle	In: Issues in Educational Research, 27 (2017) 3, S.417-434 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Mixed Methods Research; Factor Analysis; Semi Structured Interviews; English (Second Language); Teacher Competencies; Teacher Effectiveness; Foreign Countries; Second Language Learning; Second Language Instruction; Undergraduate Students; Questionnaires; Learning Motivation; Student Attitudes; Focus Groups; Teaching Methods; Instructional Materials; Classroom Environment; Iran + Suchen Sie Ihr Suchwort? Faktorenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Fragebogen; Motivation for studies; Lernmotivation; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Klassenklima; Unterrichtsklima
Abstract	This study used a mixed-methods approach to investigate Iranian EFL learners' attitudes towards demotivating factors which may hinder their success in a language learning course. In the quantitative phase, a sample of 337 undergraduate students from universities in Mashhad, Yazd and Gonabad completed a 34-item questionnaire. They also completed open-ended questions which asked them to reflect on any previous EFL (English as a foreign language) learning experiences which had negatively affected their language learning motivation. In the qualitative phase, 15 students participated in semi-structured interviews, and 23 in focus group discussions. Quantitative data were subjected to principal component analysis (PCA), which subsequently revealed the presence of six demotivating factors, including lack of success, insufficient technological facilities, teacher's competence, teaching method and behaviour, lack of interest, class materials, and the class environment. Results of the study revealed that the qualitative findings were compatible with the factors that emerged from the quantitative phase. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01