The present study seeks to identify those factors causing demotivation among students of English so as to raise teachers and administrators’ awareness to those factors, and consequently, to render foreign language learning/teaching in the Algerian context more motivating to students. It is hypothesized that there are certain contextual factors that demotivate English learners, the identification of which is a first step towards rendering foreign language learning/teaching more motivating. In order to achieve the aim of this study, a questionnaire has been administered to sixty English students from the three license levels at Mohammed Seddik Ben Yahia University, Jijel. The results obtained from the analysis of the students’ questionnaire revealed that some demotivating factors, particularly teachers’ personality type, students’ low self-confidence and administrative obstacles, are largely responsible for causing demotivation among students. Raising awareness to these factors will certainly contribute to rendering our context of the English language teaching at the university level more motivating to the students and hence more conducive to higher levels of proficiency in English among our students.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- List of Abbreviations
- List of Figures
- Chapter 1: Introduction
- 1.1: The Concept of Motivation
- 1.2: The Importance of Motivation in Second Language Learning
- 1.3: Theories of Motivation
- 1.4: Factors Influencing Motivation
- Chapter 2: Literature Review
- 2.1: Motivation in Foreign Language Learning
- 2.1.1: The Influence of the Teacher
- 2.1.2: The Influence of the Curriculum
- 2.1.3: The Influence of Students' Attitudes
- 2.2: Demotiving Factors in Foreign Language Learning
- Chapter 3: Methodology
- 3.1: Participants and Sampling Technique
- 3.2: Data Collection Procedures
- 3.3: Data Analysis Technique
- Chapter 4: Results and Discussion
- 4.1: Data Analysis
- 4.2: Discussion
- Chapter 5: Conclusion and Recommendations
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to identify the contextual factors that cause demotivation among English language students at Mohammed Seddik Ben Yahia University in Jijel, Algeria. The research seeks to raise awareness among teachers and administrators of these factors, ultimately contributing to a more motivating learning environment for students.
- Factors causing demotivation in English language learning among Algerian students.
- The role of teachers and administrators in motivating students.
- The impact of contextual factors on student motivation and academic performance.
- The relationship between motivation and proficiency in English language acquisition.
- Strategies for enhancing motivation and improving the learning experience for English language students in the Algerian context.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1: Introduction provides a comprehensive overview of motivation, highlighting its significance in second language learning. It explores various theories of motivation and discusses factors that influence it.
Chapter 2: Literature Review examines previous research on motivation in foreign language learning, particularly focusing on the role of teachers, curriculum, and student attitudes in motivating learners. It further delves into demotivating factors prevalent in foreign language learning contexts.
Chapter 3: Methodology outlines the research design and methods employed in the study. It details the participants, sampling techniques, data collection procedures, and data analysis methods used to gather and analyze information relevant to the study's objectives.
Chapter 4: Results and Discussion presents the findings of the study, analyzing the collected data to identify key themes and patterns related to demotivation among English language students at the university. This chapter also interprets the findings and discusses their implications.
Schlüsselwörter (Keywords)
This study explores the contextual factors that lead to demotivation among English language learners in the Algerian context. Key themes investigated include student motivation, teacher effectiveness, curriculum design, administrative obstacles, and the impact of these factors on student proficiency in English. The research draws upon theories of motivation such as Cognitive Evaluation Theory (CET) and Self-Determination Theory (SDT) to analyze the findings and provide recommendations for improving student motivation and academic performance.
- Quote paper
- Seyfeddine Baka (Author), 2016, A Cross sectional Study of Contextual Causes of Demotivation among Algerian University Students of English, Munich, GRIN Verlag, https://www.grin.com/document/981632
