چکیده:
One of the essential factors that influence the rate and success of learning a foreign language is motivation. The present study was an attempt to consider the relationship between demotivation factors and gender among Iranian EFL students and teachers in academic contexts. To this end, 40 EFL students and 15 teachers at Islamic Azad University, Ahwaz Branch (IAUAB) were selected based on available sampling. They were females and males and their ages ranged from 25 to 50. The Demotivation Questionnaire was given to the students to explore the sources of demotivation and also if there were any relationship between demotivation factors and gender among the Iranian EFL students. Additionally, the Teacher Demotivation Questionnaire was distributed among 15 teachers to understand the reasons for their demotivation. After administrating the questionnaires, an interview was conducted with 10 volunteer teachers (5 males and 5 females) and 15 students (8 males and 7 females) to extract a detailed description of their demotivation factors. For analyzing the collected data, Independent sample t-test was employed to consider the relationship between demotivation factors and gender. The results indicated that males and females were different significantly and males were more demotivated than females. Moreover, teachers and students were demotivated because of the methods of teaching, lack of facilities, working, and physical conditions. The findings of this study may help students, teachers, and syllabus designers to eliminate the demotivation factors in the academic contexts and raise motivation to facilitate the learning process.
خلاصه ماشینی:
Relationship between Demotivation Factors and Gender among Iranian EFL Students and Teachers in Iranian Academic Contexts Shahla Tavanapour and *Azizeh Chalak English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Iran Shahla_tavana2006@yahoo.
The present study was an attempt to consider the relationship between demotivation factors and gender among Iranian EFL students and teachers in academic contexts.
The findings of this study may help students, teachers, and syllabus designers to eliminate the demotivation factors in the academic contexts and raise motivation to facilitate the learning process.
The demotivation factors of students and teachers may have a detrimental effect on learning English as a foreign language in the academic context.
In each class, some of the students seem demotivated for learning a foreign or second language because of different factors, such as age, aptitude, motivation, personality, the degree of acculturation, and cognitive style (Fauziati, 2010).
Therefore, the most important purpose of this study was to investigate the relationship between demotivation factors and gender in learning English as a foreign language among students and teachers.
For this reason, this research is very notable because very few studies have been conducted to investigate the relationship between demotivation factors and gender on learning English as a foreign language among teachers and students in the academic context.
Another study was conducted by Molavi, Biria, and Chalak (2018) to consider the effects of teacher motivational practices and student demotivation on the way Iranian English as a foreign language (EFL) learners produce request and refusal speech acts.