Investigating demotivation factors of esp learners during covid-19 pandemic: A mixed-method study
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Published:
Oct 31, 2022
Keywords:
English for specific purposes, demotivation, language learning, mixed-method.
Main Article Content
(1) * Reza Anggriyashati Adara
Universitas Islam 45 Bekasi
Indonesia
(2) Achmad Farid
Universitas Pesantren Tinggi Darul 'Ulum Jombang
Indonesia
(*) Corresponding Author
Abstract
Demotivation factors of ESP students need to be analyzed so that teachers and researchers can provide better approaches to teach them, especially during trying times such as Covid-19 pandemic. Thus, the present study aims to analyze demotivation factors of a group of ESP learners during Covid-19 pandemic. In order to obtain its data, the present study applies a sequential explanatory method. A set of questionnaires were distributed to 48 respondents and semi-structured interviews were conducted to five respondents. The results show that the most salient factors which demotivate the respondents are teachers’ competence and teaching styles as well as inadequate school facilities. On the other hand, lack of intrinsic motivation is shown to be the least salient demotivation factor. The results of present study suggest that the respondents seemed to be demotivated because teaching styles and learning materials are perceived as unsuitable for their needs to improve their English skills and future careers as engineers. In addition, online learning was perceived by the respondents as less ideals to teach English despite their intrinsic motivation to learn English for their personal as well as career gains in the future. Possible solutions are also discussed in the present study.
HIGHLIGHTS:
- Lack of intrinsic motivation is seen as the least demotivating factor.
- Demotivation factors among ESP learners need to be investigated because they would provide more information to improve learners’ motivation.
- The present study shows unsuitable teaching styles and materials can lead to students’ demotivation. Conducting needs analysis seems imperative to provide a better teaching approach as well as materials for ESP students.
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Adara, R. A., & Farid, A. (2022). Investigating demotivation factors of esp learners during covid-19 pandemic: A mixed-method study. JEES (Journal of English Educators Society), 7(2), 210-217. https://doi.org/10.21070/jees.v7i2.1661
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Copyright (c) 2022 Reza Anggriyashati Adara
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Adara, R. A. (2018). Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language. Sukma: Jurnal Pendidikan, 2(1), 1–24. https://doi.org/10.32533/02101(2018)
Adara, R. A., & Najmudin, O. (2020). Analysis on the Differences in EFL Learners’ Demotivating Factors after Covid-19 Pandemic. Ta’dib, 23(2). https://doi.org/10.31958/jt.v23i2.2373
Adara, R. A., Nuryadi, N., & Nasution, R. A. (2019). Investigating the Difference in Demotivation Factors: A Case Study of Two Groups of Indonesian EFL Learners. Journal of English Language Studies, 4(2). https://doi.org/10.30870/jels.v4i2.6228
Adara, R. A., & Puspahaty, N. (2021). How EFL Learners Maintain Motivational Factors and Positive Attitudes during Covid-19 Pandemic: A Qualitative Study. ENGLISH FRANCA: Academic Journal of English Language and Education, 5(2), 277. https://doi.org/10.29240/ef.v5i2.3398
Ahmad, C. V. (2021). What Makes Our Students Demotivated in Learning? Indonesian Journal of Educational Research and Technology, 1(2), 51–56.
Ahmed Alsamadani, H. (2017). Needs Analysis in ESP Context: Saudi Engineering Students as a Case Study. Advances in Language and Literary Studies, 8(6). https://doi.org/10.7575/aiac.alls.v.8n.6p.58
Avsheniuk, N., Seminikhyna, N., Svyrydiuk, T., & Lutsenko, O. (2021). ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine. Arab World English Journal, 1. https://doi.org/10.24093/awej/covid.17
Baba Khouya, Y. (2018). Students Demotivating Factors in the EFL classroom: The Case of Morocco. Advances in Language and Literary Studies, 9(2). https://doi.org/10.7575/aiac.alls.v.9n.2p.150
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. Org, 1.
Cankaya, P. (2018). Demotivation Factors in Foreign Language Learning. Journal of Foreign Language Education and Technology, 1.
Chamot, A. U. (2007). Accelerating Academic Achievement of English Language Learners. In International Handbook of English Language Teaching. https://doi.org/10.1007/978-0-387-46301-8_23
Creswell, J.W. 2009. Qualitative, quantitative, and mixed methods approach, third edition. Thousand Oaks, CA: Sage Publications.
Dewi, Y. N., Masril, M., Naf’an, E., Hendrik, B., Veri, J., Munawwaroh, K., Silfia, E., & Widyatama, A. (2019). The Development of E-Module English Specific Purpose based on Computer Application for Vocational High School Students. Journal of Physics: Conference Series, 1364(1). https://doi.org/10.1088/1742-6596/1364/1/012043
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. In Motivational Strategies in the Language Classroom. https://doi.org/10.1017/cbo9780511667343
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. In The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. https://doi.org/10.4324/9781410613349
Elmas, E., & Öztüfekçi, A. (2021). L2 Demotivation in Online Classes during COVID-19: From an Activity Theory Perspective. Shanlax International Journal of Education, 9(3). https://doi.org/10.34293/education.v9i3.3811
Farid, A. and Lamb, M. 2020. English for Da'wah? L2 motivation in Indonesian pesantren schools. System, 94, pp. 1-13. https://doi.org/10.1016/j.system.2020.102310
Fatima, Z. (2021). A Structural Approach to E-learning During COVID–19 Pandemic. Arab World English Journal, 2, 252–258. https://doi.org/10.24093/awej/MEC2.18
Ghadirzadeh, R., Hashtroudi, F., & Shokri, O. (2013). Study of the Effective Factors on the University Students’ Underachievement in English Language Learning. English Language Teaching, 6. https://doi.org/10.5539/elt.v6n11p122
Han, T., Takkaç-Tulgar, A., & Aybirdi, N. (2019). Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkish EFL Learners to Overcome their Demotivation. Advances in Language and Literary Studies, 10(2). https://doi.org/10.7575/aiac.alls.v.10n.2p.56
Hartshorn, J. K., & McMurry, B. L. (2020). The Effects of the COVID-19 Pandemic on ESL Learners and TESOL Practitioners in the United States. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.11
Hassaskhah, J., Mahdavi Zafarghandi, A., & Fazeli, M. (2015). Reasons for demotivation across years of study: voices from Iranian English major students. Educational Psychology, 35(5). https://doi.org/10.1080/01443410.2014.893557
Iswati, L. (2021). When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 5(1). https://doi.org/10.26858/eralingua.v5i1.16196
Jafari Pazoki, S., & Alemi, M. (2020). Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions. RELC Journal, 51(2), 212–226. https://doi.org/10.1177/0033688218811371
Javed, N., & Ghani, M. (2019). Exploring Learners’ Attitudes Towards Demotivating Factors in Vocabulary Learning. Global Regional Review, IV(III). https://doi.org/10.31703/grr.2019(iv-iii).41
Jomairi, S. (2011). Demotivating factors in second language learning at state: Azad and payam - Nour Universities. International Conference on Language Literature and Linguistics.
Kikuchi, K., & Sakai, H. (2009). Japanese learners’ demotivation to study English: A survey study. JALT Journal, 31(2).
Kojima, N. (2021). Student motivation in English-medium instruction: Empirical studies in a Japanese university. In Student Motivation in English-Medium Instruction: Empirical Studies in a Japanese University. https://doi.org/10.4324/9780429286988
Krishnan, K., & Pathan, Z. (2013). Investigating Demotivation in Learning English: An Extension to Sakai and
Kikuchi’s (2009) Framework. Advances in Language and Literary Studies, 4, 124–131. https://doi.org/10.7575/aiac.alls.v.4n.2p.124
Lamb, M. 2007. The impact of school on EFL learning motivation: An Indonesian case study. Tesol Quarterly. 41(4), pp. 757-780.
Larson-Hall, J. 2010. A guide to doing statistics in second language research using SPSS. London: Routledge.
Meshkat, M., & Hassani, M. (2012). Demotivating factors in learning english: The case of iran. Procedia - Social and Behavioral Sciences, 31. https://doi.org/10.1016/j.sbspro.2011.12.134
Miao Yee Clare, C., Renandya, W. A., & Qiu Rong, N. (2019). Demotivation in L2 classrooms: Teacher and Learner Factors. LEARN Journal: Language Education and Acquisition Research Network, 12(2).
Molavi, A., & Biria, R. (2013). EFL Learning among motivated and demotivated Iranian seminary students. Latin American Journal of Content and Language Integrated Learning, 6(1). https://doi.org/10.5294/laclil.2013.6.1.4
Otilia, S. M., & Brancusi, C. (2015). Needs Analysis in English for Specific Purposes 1. Introduction: English for Specific Purposes – Definition. Academica Brâncuşi, II (1).
Rundle, A. G., Park, Y., Herbstman, J. B., Kinsey, E. W., & Wang, Y. C. (2020). Covid-19–Related School Closings and Risk of Weight Gain Among Children. In Obesity (Vol. 28, Issue 6). https://doi.org/10.1002/oby.22813
Sahragard, R., & Ansaripour, E. (2014). Demotivating and Remotivating Factors among MA Students of TEFL: An Iranian Case. International Journal of Society, Culture & Language, 2(1).
Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1). https://doi.org/10.1016/j.system.2008.09.005
Salmani-Nodoushan, M. A. (2020). English for specific purposes: Traditions, trends, directions. Studies in English Language and Education, 7(1). https://doi.org/10.24815/siele.v7i1.16342
Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/EJMSTE/7893
Song, B., & Kim, T. Y. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65. https://doi.org/10.1016/j.system.2016.12.010
Soureshjani, K. H., & Naseri, N. (2011). An Investigation into the Relationship between Self-esteem, Proficiency Level, and the Reading Ability of Iranian EFL Language Learners. Journal of Language Teaching and Research, 2(6). https://doi.org/10.4304/jltr.2.6.1312-1319
Syahputri, V. N., Rahma, E. A., Setiyana, R., Diana, S., & Parlindungan, F. (2020). Online learning drawbacks during the Covid-19 pandemic: A psychological perspective. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 5(2). https://doi.org/10.26905/enjourme.v5i2.5005
Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
Taguchi, T., Magid, M., & Papi, M. (2009). 4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self. Multilingual Matters. https://doi.org/10.21832/9781847691293-005
Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65. https://doi.org/10.1016/j.system.2017.01.010
Trujeque-Moreno, E. E., Romero-Fernández, A., Esparragoza-Barragán, A., & Villa-Jaimes, C. J. (2021). Needs analysis in the english for specific purposes (ESP) approach: The case of the benemérita Universidad Autónoma de Puebla. Mextesol Journal, 45(2).
Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (Covid-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5). https://doi.org/10.3390/ijerph17051729
Yüce, E. (2022). The Immediate Reactions of EFL Learners towards Total Digitalization at Higher Education during the Covid-19 Pandemic. Kuramsal Eğitimbilim, 15(1), 1–15. https://doi.org/10.30831/akukeg.939836
Zoghi, M., & Far, L. M. (2014). Investigating elementary & intermediate level students’ perspectives towards demotivating factors in ESP classes. International Journal of Applied Linguistics and English Literature, 3(5). https://doi.org/10.7575/aiac.ijalel.v.3n.5p.22
Adara, R. A., & Najmudin, O. (2020). Analysis on the Differences in EFL Learners’ Demotivating Factors after Covid-19 Pandemic. Ta’dib, 23(2). https://doi.org/10.31958/jt.v23i2.2373
Adara, R. A., Nuryadi, N., & Nasution, R. A. (2019). Investigating the Difference in Demotivation Factors: A Case Study of Two Groups of Indonesian EFL Learners. Journal of English Language Studies, 4(2). https://doi.org/10.30870/jels.v4i2.6228
Adara, R. A., & Puspahaty, N. (2021). How EFL Learners Maintain Motivational Factors and Positive Attitudes during Covid-19 Pandemic: A Qualitative Study. ENGLISH FRANCA: Academic Journal of English Language and Education, 5(2), 277. https://doi.org/10.29240/ef.v5i2.3398
Ahmad, C. V. (2021). What Makes Our Students Demotivated in Learning? Indonesian Journal of Educational Research and Technology, 1(2), 51–56.
Ahmed Alsamadani, H. (2017). Needs Analysis in ESP Context: Saudi Engineering Students as a Case Study. Advances in Language and Literary Studies, 8(6). https://doi.org/10.7575/aiac.alls.v.8n.6p.58
Avsheniuk, N., Seminikhyna, N., Svyrydiuk, T., & Lutsenko, O. (2021). ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine. Arab World English Journal, 1. https://doi.org/10.24093/awej/covid.17
Baba Khouya, Y. (2018). Students Demotivating Factors in the EFL classroom: The Case of Morocco. Advances in Language and Literary Studies, 9(2). https://doi.org/10.7575/aiac.alls.v.9n.2p.150
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. Org, 1.
Cankaya, P. (2018). Demotivation Factors in Foreign Language Learning. Journal of Foreign Language Education and Technology, 1.
Chamot, A. U. (2007). Accelerating Academic Achievement of English Language Learners. In International Handbook of English Language Teaching. https://doi.org/10.1007/978-0-387-46301-8_23
Creswell, J.W. 2009. Qualitative, quantitative, and mixed methods approach, third edition. Thousand Oaks, CA: Sage Publications.
Dewi, Y. N., Masril, M., Naf’an, E., Hendrik, B., Veri, J., Munawwaroh, K., Silfia, E., & Widyatama, A. (2019). The Development of E-Module English Specific Purpose based on Computer Application for Vocational High School Students. Journal of Physics: Conference Series, 1364(1). https://doi.org/10.1088/1742-6596/1364/1/012043
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. In Motivational Strategies in the Language Classroom. https://doi.org/10.1017/cbo9780511667343
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. In The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. https://doi.org/10.4324/9781410613349
Elmas, E., & Öztüfekçi, A. (2021). L2 Demotivation in Online Classes during COVID-19: From an Activity Theory Perspective. Shanlax International Journal of Education, 9(3). https://doi.org/10.34293/education.v9i3.3811
Farid, A. and Lamb, M. 2020. English for Da'wah? L2 motivation in Indonesian pesantren schools. System, 94, pp. 1-13. https://doi.org/10.1016/j.system.2020.102310
Fatima, Z. (2021). A Structural Approach to E-learning During COVID–19 Pandemic. Arab World English Journal, 2, 252–258. https://doi.org/10.24093/awej/MEC2.18
Ghadirzadeh, R., Hashtroudi, F., & Shokri, O. (2013). Study of the Effective Factors on the University Students’ Underachievement in English Language Learning. English Language Teaching, 6. https://doi.org/10.5539/elt.v6n11p122
Han, T., Takkaç-Tulgar, A., & Aybirdi, N. (2019). Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkish EFL Learners to Overcome their Demotivation. Advances in Language and Literary Studies, 10(2). https://doi.org/10.7575/aiac.alls.v.10n.2p.56
Hartshorn, J. K., & McMurry, B. L. (2020). The Effects of the COVID-19 Pandemic on ESL Learners and TESOL Practitioners in the United States. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.11
Hassaskhah, J., Mahdavi Zafarghandi, A., & Fazeli, M. (2015). Reasons for demotivation across years of study: voices from Iranian English major students. Educational Psychology, 35(5). https://doi.org/10.1080/01443410.2014.893557
Iswati, L. (2021). When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 5(1). https://doi.org/10.26858/eralingua.v5i1.16196
Jafari Pazoki, S., & Alemi, M. (2020). Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions. RELC Journal, 51(2), 212–226. https://doi.org/10.1177/0033688218811371
Javed, N., & Ghani, M. (2019). Exploring Learners’ Attitudes Towards Demotivating Factors in Vocabulary Learning. Global Regional Review, IV(III). https://doi.org/10.31703/grr.2019(iv-iii).41
Jomairi, S. (2011). Demotivating factors in second language learning at state: Azad and payam - Nour Universities. International Conference on Language Literature and Linguistics.
Kikuchi, K., & Sakai, H. (2009). Japanese learners’ demotivation to study English: A survey study. JALT Journal, 31(2).
Kojima, N. (2021). Student motivation in English-medium instruction: Empirical studies in a Japanese university. In Student Motivation in English-Medium Instruction: Empirical Studies in a Japanese University. https://doi.org/10.4324/9780429286988
Krishnan, K., & Pathan, Z. (2013). Investigating Demotivation in Learning English: An Extension to Sakai and
Kikuchi’s (2009) Framework. Advances in Language and Literary Studies, 4, 124–131. https://doi.org/10.7575/aiac.alls.v.4n.2p.124
Lamb, M. 2007. The impact of school on EFL learning motivation: An Indonesian case study. Tesol Quarterly. 41(4), pp. 757-780.
Larson-Hall, J. 2010. A guide to doing statistics in second language research using SPSS. London: Routledge.
Meshkat, M., & Hassani, M. (2012). Demotivating factors in learning english: The case of iran. Procedia - Social and Behavioral Sciences, 31. https://doi.org/10.1016/j.sbspro.2011.12.134
Miao Yee Clare, C., Renandya, W. A., & Qiu Rong, N. (2019). Demotivation in L2 classrooms: Teacher and Learner Factors. LEARN Journal: Language Education and Acquisition Research Network, 12(2).
Molavi, A., & Biria, R. (2013). EFL Learning among motivated and demotivated Iranian seminary students. Latin American Journal of Content and Language Integrated Learning, 6(1). https://doi.org/10.5294/laclil.2013.6.1.4
Otilia, S. M., & Brancusi, C. (2015). Needs Analysis in English for Specific Purposes 1. Introduction: English for Specific Purposes – Definition. Academica Brâncuşi, II (1).
Rundle, A. G., Park, Y., Herbstman, J. B., Kinsey, E. W., & Wang, Y. C. (2020). Covid-19–Related School Closings and Risk of Weight Gain Among Children. In Obesity (Vol. 28, Issue 6). https://doi.org/10.1002/oby.22813
Sahragard, R., & Ansaripour, E. (2014). Demotivating and Remotivating Factors among MA Students of TEFL: An Iranian Case. International Journal of Society, Culture & Language, 2(1).
Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1). https://doi.org/10.1016/j.system.2008.09.005
Salmani-Nodoushan, M. A. (2020). English for specific purposes: Traditions, trends, directions. Studies in English Language and Education, 7(1). https://doi.org/10.24815/siele.v7i1.16342
Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/EJMSTE/7893
Song, B., & Kim, T. Y. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65. https://doi.org/10.1016/j.system.2016.12.010
Soureshjani, K. H., & Naseri, N. (2011). An Investigation into the Relationship between Self-esteem, Proficiency Level, and the Reading Ability of Iranian EFL Language Learners. Journal of Language Teaching and Research, 2(6). https://doi.org/10.4304/jltr.2.6.1312-1319
Syahputri, V. N., Rahma, E. A., Setiyana, R., Diana, S., & Parlindungan, F. (2020). Online learning drawbacks during the Covid-19 pandemic: A psychological perspective. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 5(2). https://doi.org/10.26905/enjourme.v5i2.5005
Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
Taguchi, T., Magid, M., & Papi, M. (2009). 4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self. Multilingual Matters. https://doi.org/10.21832/9781847691293-005
Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65. https://doi.org/10.1016/j.system.2017.01.010
Trujeque-Moreno, E. E., Romero-Fernández, A., Esparragoza-Barragán, A., & Villa-Jaimes, C. J. (2021). Needs analysis in the english for specific purposes (ESP) approach: The case of the benemérita Universidad Autónoma de Puebla. Mextesol Journal, 45(2).
Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (Covid-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5). https://doi.org/10.3390/ijerph17051729
Yüce, E. (2022). The Immediate Reactions of EFL Learners towards Total Digitalization at Higher Education during the Covid-19 Pandemic. Kuramsal Eğitimbilim, 15(1), 1–15. https://doi.org/10.30831/akukeg.939836
Zoghi, M., & Far, L. M. (2014). Investigating elementary & intermediate level students’ perspectives towards demotivating factors in ESP classes. International Journal of Applied Linguistics and English Literature, 3(5). https://doi.org/10.7575/aiac.ijalel.v.3n.5p.22