A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning

Guimei Xie

doi:doi:10.11648/j.her.20200504.15

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A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning

Guimei Xie

Published in Higher Education Research (Volume 5, Issue 4)

Received: 23 May 2020 Accepted: 15 June 2020 Published: 28 June 2020

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Abstract

Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.

Published in	Higher Education Research (Volume 5, Issue 4)
DOI	10.11648/j.her.20200504.15
Page(s)	143-153
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Demotivation, Demotivator, Factor, EFL Instruction

References

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Guimei Xie. (2020). A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning. Higher Education Research, 5(4), 143-153. https://doi.org/10.11648/j.her.20200504.15

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Guimei Xie. A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning. High. Educ. Res. 2020, 5(4), 143-153. doi: 10.11648/j.her.20200504.15

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Guimei Xie. A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning. High Educ Res. 2020;5(4):143-153. doi: 10.11648/j.her.20200504.15

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@article{10.11648/j.her.20200504.15,
  author = {Guimei Xie},
  title = {A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning},
  journal = {Higher Education Research},
  volume = {5},
  number = {4},
  pages = {143-153},
  doi = {10.11648/j.her.20200504.15},
  url = {https://doi.org/10.11648/j.her.20200504.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20200504.15},
  abstract = {Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.},
 year = {2020}
}

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TY  - JOUR
T1  - A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning
AU  - Guimei Xie
Y1  - 2020/06/28
PY  - 2020
N1  - https://doi.org/10.11648/j.her.20200504.15
DO  - 10.11648/j.her.20200504.15
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JO  - Higher Education Research
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EP  - 153
PB  - Science Publishing Group
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AB  - Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.
VL  - 5
IS  - 4
ER  -

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Author Information

Guimei Xie

School of Foreign Languages and Cultures, Beijing Wuzi University, Beijing, China

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Plain Text BibTeX RIS

APA Style

Guimei Xie. (2020). A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning. Higher Education Research, 5(4), 143-153. https://doi.org/10.11648/j.her.20200504.15

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ACS Style

Guimei Xie. A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning. High. Educ. Res. 2020, 5(4), 143-153. doi: 10.11648/j.her.20200504.15

Copy | Download

AMA Style

Guimei Xie. A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning. High Educ Res. 2020;5(4):143-153. doi: 10.11648/j.her.20200504.15

Copy | Download

@article{10.11648/j.her.20200504.15,
  author = {Guimei Xie},
  title = {A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning},
  journal = {Higher Education Research},
  volume = {5},
  number = {4},
  pages = {143-153},
  doi = {10.11648/j.her.20200504.15},
  url = {https://doi.org/10.11648/j.her.20200504.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20200504.15},
  abstract = {Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning
AU  - Guimei Xie
Y1  - 2020/06/28
PY  - 2020
N1  - https://doi.org/10.11648/j.her.20200504.15
DO  - 10.11648/j.her.20200504.15
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 143
EP  - 153
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20200504.15
AB  - Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.
VL  - 5
IS  - 4
ER  -

Copy | Download