Demotivation Experienced by English as Foreign Language (EFL) Learners in the Lao PDR

Autor/inn/en	Xaypanya, Vanhnaly; Mohamed Ismail, Shaik Abdul Malik; Low, Hui Min
Titel	Demotivation Experienced by English as Foreign Language (EFL) Learners in the Lao PDR
Quelle	In: Asia-Pacific Education Researcher, 26 (2017) 6, S.361-368 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Low, Hui Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-017-0355-0
Schlagwörter	Learning Motivation; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Student Surveys; Student Attitudes; Guidelines; Accuracy; Difficulty Level; Language Attitudes; Negative Attitudes; Anxiety; Communication (Thought Transfer); Factor Analysis; College Students; Laos + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schülerbefragung; Schülerverhalten; Richtlinien; Schwierigkeitsgrad; Sprachverhalten; Negative Fixierung; Angst; Communication; thought; Kommunikation; Gedanke; Faktorenanalyse; Collegestudent
Abstract	Given the long establishment of English as an international lingua franca, the motivation of English learning among the English as foreign language (EFL) learners is still a challenging issue faced by EFL teachers in some contexts. In this study, a survey was conducted with 158 EFL learners in a university in the southern Lao PDR to explore factors that negatively impacted on their motivation to learn English. The results of factor analysis revealed that they reported five dimensions of demotivation in EFL learning, namely, difficulty to achieve linguistic accuracy, negative attitudes toward English, curriculum issues, lack of supports and resources, and foreign language anxiety. The findings of this study offered the directions to cultivate the motivation of EFL learning among the EFL learners in the Lao PDR. In addition, the findings also pointed to the possibility of viewing motivation and demotivation as the two ends of a continuum of L2 motivation; rather than describing these two notions using noncongruent frameworks as currently practiced by both L2 motivation and demotivation researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01