Demotivation in learning English of the students of Ly Thai To High School in Bac Ninh = Sự mất hứng thú học tiếng Anh của học sinh trường THPT Lý Thái Tổ, Bắc 20150227

ABSTRACTS This study was aimed at investigating de-motivating factors in learning English of the students at Ly Thai To High School in Bac Ninh, the degree of influence of different de-m

ABSTRACTS

This study was aimed at investigating de-motivating factors in learning English

of the students at Ly Thai To High School in Bac Ninh, the degree of influence of different de-motives on them and their experiences in overcoming de-motivation in learning English The sample of study consisted of 100 students at Ly Thai To High School in Bac Ninh and the instrument of the study was a questionnaire on finding their foreign language learning experiences These findings indicated that their de-motivation in learning English was a significant issue for EFL learning, and a framework for discussing the different sources of de-motives was developed While some categories of de-motives occurred more frequent than others, no category appeared to be more or less difficult to overcome Rather these, students’ awareness of the role of English language and their determination to succeed were critical factors in overcoming their de-motivation in learning English

Chapter 1: Literature review

1.1 Second language acquisition

1.1.1 What is “second language acquisition?”

1.1.2 What are the goals of SLA?

1.2 Theoretical background of motivation

1.2.1 Conceptions of motivation

1.2.2 Motivation in foreign language learning

1.3 Theoretical background of de-motivation

1.3.2 De-motivating factors affecting students’ motivation in learning

foreign languages

1.3.2.1 Factors related to students

1.3.2.2 Factors related to environment

1.3.2.3 Factors related to teachers

1.3.2.4 Teaching and learning conditions

3.1.1 Results of research question 1

3.1.2 Results of research question 2

3.1.3 Results of research question 3

2 Implications for teaching

3 Limitations and further study

LIST OF ABBREVIATIONS

SLA: Second Language Acquisition

EFL: English as a Foreign Language

FL: Foreign Language

L1: First Language

L2: Second Language

NNS: Non-Native Speaking

LIST OF TABLES

Table 1: Dornyei’s (1994) framework of L2 motivation (Adapted from Dornyei, 2001)

Table 2: William and Burden’s (1997) framework of L2 motivation

Table 3: External de-motivating factors

Table 4: Internal de-motivating factors

Table 5: Internal reasons for overcoming de-motivation

Table 6: External reasons for overcoming de-motivation

PART A: INTRODUCTION

1 Rationale

There is a long history of the study of motivation in language learning Research results indicate that motivation is one of the main factors determining an individual’s success in learning a second (L2) or foreign language (FL) (Dornyei, 1990, 2001a, 2001b) Research has also shown that motivation is crucial for L2 learning (Dornyei, 1994) because it directly influences how many efforts students make, how often students use L2 learning strategies, how much students interact with native speakers, how much input they receive in the language being learned, how well they do curriculum-related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over (Ely, 1986a, 1986b) However, as important as motivation is, it is clearly not the only factor related to L2 and FL learning This has become particularly apparent in a world where intercultural communication and foreign language learning have become

an increasingly necessity for many people

As English has become more and more important as an international language in most countries around the world, large numbers of students are being required to learn

it through compulsory programs at schools and universities Yet, despite its apparent utility as a lingua franca or a world language (Brutt-Grifler, 2002), and the fact that students must pass final examinations, many students have failed to learn it successfully This situation also applies to the students in the countries where learning foreign languages is compulsory, but where the drop out rates in courses, once compulsion ends, are very large, in some cases being so significant that the viability of teaching some of these languages is undermined In the countries like the United States and Australia (Hornberger, 2005), students literally drop out of foreign language study, while in the countries like China, Japan and Vietnam students either mentally withdraw

or look for strategies to pass the required exams with a minimum of effort Are these

examples of resistance to language learning (Canagarajah, 1999), a lack of motivation,

or might some other factors be involved, particularly as a part of language teaching and learning process? Based on our own experience, we supposed that de-motivation is the factor that accounts for some of these problems, but it has not been adequately investigated Thus, this study is the first step in defining and testing the impact of this construct in a specific context As a starting point for investigating this question, and as

a way of trying to define what this concept might consist of, we have chosen to do an intensive grounded theory study in a controlled situation in Vietnam

Despite the current extrinsic pressures to learn English as a foreign language in Vietnam, many students don’t seem to have interest in learning English, or in other words, they are quite de-motivated In both cases, their achievement in English as a foreign language has been negatively affected While those without any interest in English might possibly be motivated to improve by applying conventional and available language teaching solutions, including motivational techniques (see, e.g., Ho,1998), the problem faced by the latter group is more complicated as it requires that

a critical look be taken at the underlying causes of de-motivation to ensure they are properly understood so that effective solutions to the problem can be devised

I have been a teacher of English at Ly Thai To High School in Bac Ninh for fifteen years Ly Thai To is not a gifted school, however the quality of teaching and learning is quite high in comparison with other schools in this area English is a compulsory subject and there are three English periods per week, I am very sad to realize that most of the students in grade 10 are interested in learning English, but their interest is gradually reduced in grade 11, and they are almost not motivated in learning English any more when they are in grade 12 Why this happens? What factors make them de-motivated? This is the reason why I decided to choose this title of the study:

”De-motivation in learning English of the students of Ly Thai To High School in Bac Ninh”

2 Aims of the study

The study aims at:

* Investigating the factors that cause a negative impact on learning English of the students at Ly Thai To High School in Bac Ninh based on the study of 100 students

of grade 12

* Giving suggestions and recommendations to teachers at Ly Thai To school

3 Research questions

Question 1: What are the external factors that cause a negative impact on students’

motivation to learn English?

Question 2: What are the internal factors that cause a negative impact on students’

motivation to learn English?

Question 3: What solutions can help students to overcome their de-motivation?

4 Scope of the study

In terms of scope of the study, I investigated 100 students in grade 12 about the factors which de-motivated them to learn English and solutions that can help them to overcome their de-motivation (by asking them to answer the questionnaire)

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

This chapter is concerned with the definitions of second language acquisition, theoretical background of motivation, de-motivation, de-motivating factors affecting motivation in learning foreign language and some previous studies of de-motivation

1.1 Second language acquisition:

1.1.1 What is “second language acquisition”?

“Language acquisition is one of the most impressive and fascinating aspects of human development” (Lightbrown, P.M & Spada, N 1999) Up to now, there have been many definitions of language acquisition This term is most often used interchangeable with language learning In their study, they show that according to Krashen, S (1982), acquisition represents “unconscious” learning, which takes place when attention is focused on meaning rather than language form

In website http://en.wikipedia.org/wiki/Second_language_acquisition on February 28th, 2008, second language acquisition is the process by which people learn

a second language in addition to their native language The term “second language” is used to describe the acquisition of any language after the acquisition of the mother tongue There is also research into the similarities and differences of third language acquisition

The term “language acquisition” becomes more commonly used after Krashen,

S (1982) contrasted it with formal and non-constructive “learning” However, second language acquisition has become established as the preferred term for this academic discipline

Through second language acquisition is often viewed as part of applied linguistics, it is typically concerned with the language system and learning process

themselves, whereas applied linguistic may focus more on the experiences of the learners, particularly those in the classroom Additionally, second language acquisition has mostly examined naturalistic acquisition, where learners acquire a language with little formal training or teaching

1.1.2 What are the goals of SLA?

According to Rod Ellis (1997, p.4), there are two goals of SLA: description of L2 acquisition and explanation; identifying the external and internal factors that account for why learners acquire an L2 in the way they do

One of the external factors is the social milieu in which learning takes place Social conditions influence the opportunities that learners have to hear and speak the language and the attitudes that they develop towards it For example, it is one thing to learn a language when you respect and are respected by native speakers of that language It is entirely different when you experience hostility from native speakers or when you wish to distance yourself from them

Another external factor is the input that learners receive, that is, the samples of language to which a learner is exposed Language learning cannot occur without some input A question of considerable interest is what type of input facilitates learning For example, do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?

L2 acquisition can be explained in part of these external factors but we also need to consider internal factors Learners possess cognitive mechanisms which enable them to extract information about the L2 from the input to notice, for example, that plurality in English is conveyed by adding an –s to a noun or that the relative pronouns

“who” and “which” substitute respectively for human and non-human nouns

L2 learners bring an enormous amount of knowledge to the task of learning an L2 For a start, they have already learned a language (their mother tongue) and we can expect them to draw on this when they learn an L2 They also possess general

knowledge about the world which they can draw on to help them understand L2 input Finally, learners possess communication strategies that can help them to make effective use of their L2 knowledge For example, even if they have not learned the word “art gallery” they may be able to communicate the idea of it by inventing their own term (for example, “picture place”)

A final set of internal factors explain why learners vary in the rate they learn an L2 and how successful they ultimately are For example, it has been suggested that people vary in their language aptitude (i.e their natural disposition for learning an L2), some finding it easier than others

The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others

1.2 Theoretical background of motivation

1.2.1 Conceptions of motivation

Many researches have been undertaken and there is much in the research literature regarding the definition of motivation All the motivation theories in general want to explain the fundamental question of why humans behave as they do, and therefore we cannot assume any simple and straightforward answer

Motivation is described as the impetus to create and sustain intentions and goal seeking acts (Ames & Ames, 1989)

Burden, (1997:119) assumed that “from a cognitive perspective, motivation is concerned with such issues as why people decide to act in certain ways and what factors influence the choice they make It also involves decisions as to the amount of effect people are prepared to expand in attempting to achieve their goals The role of the teacher thus becomes one of helping and enabling learners to make suitable decisions”

Dornyei (2001:613) defined motivation as “a general ways of referring to the antecedents (i.e the causes and the origins” He also stated that “motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activities” (2001:7) The author mentioned two

dimensions of human behavior: direction and magnitude (intensity) which motivation

1.2.2 Motivation in foreign language learning

In recent years, motivation has become a familiar term in second language learning Motivation in foreign language learning has been defined in different ways

According to Dornyei, 1988, motivation refers to the efforts learners make to learn a foreign language Motivation is one of the keys that influence the rate and success of language learning

Park (2002:2) believes that motivation is shaped as “… sets of belief about language learning, the target culture, their culture, the teacher, the learning tasks, etc.”

Holt (2001:1), referring to Cookes and Schmidt (1991), defines motivation as

“… the learner’s orientation with regard to the goal of learning a second language”

Motivation in this context can be understood as one relating to attitude and vice versa with both having an influence on learning and acquisition Gardner (1985) as

cited in Dornyei, (2001), assumed that motivation involved desire to learn a language, intensity of effort to achieve this, and attitudes toward learning the language

According to the framework by Dornyei (1994), motivation consists of 3 main levels which are language level, learner level and learning situation level

Language level refers to integrative motivational subsystem and instrumental motivational subsystem

Learner level depends on need for achievement, self-confidence which is language use anxiety, perceived L2 competence, casual attributions and self-efficacy Learning situation level refers to course specific motivational components, teacher specific motivational components and group specific motivational components

Below is Dornyei’s (1994) framework of L2 motivation

Table 1: Dornyei’s (1994) framework of L2 motivation (Adapted from Dornyei, 2001)

Language level Integrative motivational subsystem

Instrumental motivational subsystem

Self-confidence + Language use anxiety + Perceived L2 competence + Casual attributions

+ self-efficacy Learning situation level

Course specific motivational components Interest (in the course)

Relevant (of the course to one’s needs) Expectancy (of success)

Satisfaction (one has in the outcome)

Teacher specific motivational components Affinitive motive

Authority type

Direct socialization of student motivation + Modeling

+ Task presentation + Feedback

Group specific motivational components Goal-orientedness

Norm and reward system Group cohesion

Classroom goal structure

Another comprehensive attempt to summarize the motivational components that are relevant to L2 instruction has been made by Marion and Bob Burden (1997) as a part of a larger overview of psychology for language teachers The motivational components summarized consist of internal factors and external factors The components of these factors are displayed in the framework below

Table 2: William and Burden’s (1997) framework of L2 motivation

(Adapted from Dornyei, 2001)

Intrinsic interest of activity

- Personal relevance

- Anticipated value of outcome

The nature of interaction with significant others

- mediated learning experiences

- Intrinsic value attributed to the

- locus of causality

- locus of control RE process and

outcomes

- ability to set appropriate goals

The learning environment

- comfort

- resources

- time of the day, week, year

- size of class, school

- class and school ethos Mastery

- feeling of competence

- awareness of developing skills and

mastery in a chosen area

- self efficacy

The broader context

- wider family networks

- the local education system

- conflicting interests

- cultural norms

- societal expectations and attitudes Self-concept

- realistic awareness of personal

strengths and weaknesses in skills

required

- personal definitions and judgments

of success and failure

- self-worth concern

- learned helplessness

Attitudes

- to language learning in general

- to the target language

- to the target community and culture

Other affective states

Deci and Ryan (1985) used a similar term “a-motivation”, which means “the relative absence of motivation that is not caused by a lack of initial interest but rather

by the individual’s experiencing feelings of incompetence and helplessness when faced with the activity”

Dornyei pointed out that de-motivation does not mean that all the positive influences that originally made up the motivational basis of a behavior have been got rid of It only means that a strong negative factor restrains the present motivation with some other positive motives still remain ready to be activated

Qashoa (2006:2) has reported from Domyei (2001) that, “ A de-motivated person is someone who initially had a motivation to fulfill a goal or to engage in an

activity and has lost the motivation to do so because of negative external factors which are related to the environment in which learning takes place such as the classroom or school”

1.3.2 De-motivating factors affecting students’ motivation in learning foreign languages:

Basing on Dornyei’s study, factors affecting students’ motivation can be classified into learner’s factors, teacher’s factors, environment factors, and teaching and learning conditions

1.3.2.1 Factors related to students

a Intelligence:

Intelligence is the term referring to performance on certain kinds of tests

(Lightbrown & Spada, 1999:52) Through these tests, teachers are able to classify successful or unsuccessful students in the class performance While some studies have reported that there is a link between intelligence measured by IQ tests and second language learning, some students, in fact, whose academic performance is weak, are successful in L2 learning

b Aptitude:

Aptitude refers to the special ability involved in second language learning (Douglas et al 1995) The relationship between aptitude and second language learning success is a very important one and various studies, such as Gardner (1980) and Skehan (1989) have reported that aptitude is a major factor determining the level of success of second language learning (Douglous et al 1995) Students can have a “good aptitude for learning” This can infer various things, such as:

- The understanding of the function of words in sentences

- The ability to understand and use grammatical rules

- Memory of key words, what they mean and how to use them

An important point regarding aptitude and second language learning is that successful learners may not be strong in all the components of aptitude and can still succeed at learning a second language For example, some individuals may have strong memories but only average abilities in the other components of aptitude (Spada 1999)

c Personality

Learners’ emotional states have a powerful influence on their behavior and performance in the classroom and other learning situations There are various theories that claim that personality factors are important predictors of success in second language learning Personality traits such as extroversion, risk-taking, independence and empathy have been the basis of discussion and disputes relating to this topic (Ellis 1986)

d Learning strategies

As in all school topics, learning strategies are a factor of second language learning One definition of learning strategies is: “Steps or actions taken by learners to improve the development of their language skills” (Gass at al 1993: 265) Different learning strategies work best for different people when learning a second language For example, one student may learn vocabulary through writing and practicing the vocabulary using cue cards, whereas another student may only read the vocabulary and learn that way

e Learners’ belief

Most learners have strong belief about how languages are learnt, how their instruction should be divided ‘These beliefs are usually based on previous learning experiences and the assumption (right or wrong) that a particular type of instruction is the best way for them to learn (Lightbrown, 1999:59)

f Age of acquisition

Age is another characteristic of learners which affects learners’ success in second language learning It is believed that children are better than adults at acquiring

a second language It is also often claimed that there is a critical period for second language acquisition ends around puberty or even earlier

1.3.2.2 Factors related to learning environment

Learning environment involves physical conditions and classroom atmosphere The former refers to the classroom size, chairs, desk, tables, lights, boards and even bulletin boards Harmer, J (1992), replicated by Nguyen Mai Nhung (2003), confirms that such conditions had great influence on students’ learning as well as their attitudes toward the subject matter These conditions, therefore, affected students’ motivation either positively or negatively The other factor related to learning environment is a pleasant and supportive atmosphere in the classroom as Lightbrown, P.M & Spada, N (1999) claim that the supportive and non-threatening atmosphere makes a contribution

to learners’ motivation

1.3.2.3 Factors related to teachers

Based on Dornyei (2001), teachers’ factors and appropriate teacher behaviors are mentioned as follows:

a Enthusiasm

An American psychologist, Mihaly Csikszentmihalyi conducted a survey into the question “Who have been your most influential teachers?” He then addressed in a thought-provoking (1997) that it was the enthusiastic ones It is teachers’ love;

dedication and passion together will commitment toward the subject matter that instills

in students a willingness to pursue knowledge

Also, teachers should clearly identify their reasons for loving and being interested in the subject matter or L2, and then share these reasons with their students (Good & Brophy, 1994)

b Commitment to the students’ progress

Teachers should show commitment towards their students’ learning and progress, at the same time they should care for what their students have learnt and succeeded (Dornyei, 2001)

In order to express commitment towards the students, teachers should:

- offer concrete assistance

- offer to meet students individually to explain things

- respond immediately when help is requested

- correct tests and papers promptly

- send learners copies of relevant interesting articles

- arrange extra-curricular instructional programs

- encourage extra-assignments and offer to assist with these

- Show concern when things are not going on

- Allow students to call at home when they have a problem

- Be available for overtime…

Furthermore, if teachers treat their students “as if they already are eager learners, they are likely to become eager learners” (Brophy, 1998:170)

c Teachers’ expectations

In an experiment in educational psychology, an intelligent test to primary school children, Rosenthal and Jacobson (1968) came to a conclusion that if teachers had high expectation about how well students could study, their students would probably be able

to reach high level of achievement

Students tend to perform at a level which is consistent with the teacher’s expectations Particularly, when the teacher sets high expectations, they are likely to perform better at the subject matter and even feel more competent (Good & Brophy, 1987)

d Good relationship with the students

- Acceptance: three linchpins of the humanistic psychology; namely; acceptance, empathy and congruence, are of great influence in the development of student-centered teaching

- Ability to listen and pay attention to students: listening to a person is the single most powerful transaction that occurs between ourselves and another person (Wlodkowski, 1986:18)

Following are several gestures which can convey personal attention by Burden (1995) and Paffini (1996):

+ Greet students and remember their names

+ Smile at them

+ Notice interesting features of their appearance

+ Ask them about their lives outside school

+ Show interest in their hobbies

+ Move around in class

+ Send notes to absent students …

1.3.2.4 Teaching and learning conditions

a Physical conditions

Physical conditions in the classroom refer to the classroom size, chairs, desks, tables, boards and even bulletin boards Jeremy Harmer (1992) confirmed that such physical condition had great impact on students’ learning as well as their attitude towards the subject matter These affect students’ motivation either positively or negatively

L2 teachers should be reminded that the classroom is not only a psychological but & physical environment The decoration: posters, flowers, funny objects influence strongly the atmosphere More importantly, teachers should create the ownership of the class among students He stated “Personalizing the classroom can be seen as students exercising increasing control over their environment” (Dornyei, 2001:42)

b A pleasant and supportive atmosphere in the classroom

Language learning is considered one of the most face-threatening school subjects Language anxiety has been found to be a powerful factor that hinders L2 learning achievement (Maclntyre, Young, 1999) Thus, it is the teacher’s task to create

a pleasant and supportive classroom atmosphere

A number of various components contribute to make up the ideal classroom climate such as the teacher’s rapport with the students, the students’ relationship with each other and the norm of tolerance; which helps students feel safe and comfortable taking risks It is very important to make students that mistakes are a natural part of learning, and to ensure that they will not be criticized if they make mistakes

Moreover, humor is a very potent factor to improve the classroom atmosphere The use of humor helps students feel at ease without tension in the air Scheidecker and Freeman (1991:138) had a summary on the essence of the ideal classroom climate:

“When one watches students enter such a classroom, one classroom, one gets an overwhelming sense that the students shed emotional baggage at the doorway This is

an emotional safe zone”

1.4 Studies of de-motivation

Despite the probable importance of de-motivation in learning in general, and L2 and FL learning in particular, few studies have focused on student de-motivation Even studies which mention it (e.g., Ho, 1998) have tended to equate de-motivation with low motivation, rather than examining it as a phenomenon in its own right Three of the

early studies, which examined the issue of de-motivation, were done in the field of instructional communication Gorham and Christophel’s 1992 study tried to determine what factors were perceived as de-motives by college students taking introductory communication classes De-motives were collected from students’ responses to the open-ended question: “What things decrease your motivation to try hard to do your best in that class?” The research findings revealed three main categories of de-motives, i.e., context de-motives (factors likely to be regarded as antecedent to the teacher’s influence), structure/format de-motives (factors over which the teacher is likely to have some degree of influence, if not complete control), and teacher behaviors (factors likely to be perceived as under the teacher’s direct control) Teacher-related factors, which consist of class structure or format-related de-motives and the de-motives resulting from teacher behaviors, accounted for 79 % of all the responses In a follow-

up study to ascertain whether the perceived sources of de-motivation could be replicated, Christophel and Gorham (1995), using the same question to detect de-motives with another group of college students studying communication, obtained findings that were consistent with those from the first study However, in both studies,

no attempt was made to examine the cases of the students who might have already been de-motivated before entering the college class nor was it is clear whether the responses were to real or hypothetical sources of de-motivation, i.e., did those who indicated the so-called de-motives really suffer from them?

To examine the degree to which teachers’ perceptions of what affects student motivation were similar to those found in student reports, Gorham and Millette (1997) conducted a further study based on Gorham’s previous research in which teacher participants were asked, with reference a specific class, to respond to the open-ended question, “What do you perceive decreases students’ motivation to try to do their best

in this class and to achieve your instructional goals?” The results indicated that teachers and students agreed on a set of central factors that are relevant to de-

motivation The high frequency categories were similar across both data sets and the order of frequency of mention of de-motives was more similar than different across all categories in the data, which gave the researchers reasonable confidence to conclude that the set of de-motives identified provided a viable description of classroom motivational dynamics Despite these similarities, teachers were more likely to attribute student de-motivation to performance-related factors such as the students’ lack of success on graded work, the students’ lack of prerequisite skills or knowledge and the students’ heavy workload In contrast, students attributed more of their de-motivation to teacher behavior, in particular poor presentational skills, lack of enthusiasm on the part of the instructor, and to the instructor’s overall choice and organization of course material

In the area of L2 classroom learning, student de-motivation has not been the topic of much research with Chambers (1993), who examined the problem using questionnaires to gather both student and teacher perspectives, providing the only evidence, that is, his research is the only study that was fully devoted to de-motivation

in L2 learning completed so far In contrast to the findings of the Gorham and Millette’s study (1997), the reasons underlying student de-motivation were perceived quite differently by the teachers and their students Teachers perceived the causes of de-motivation to be related to psychological, attitudinal, social, historical and geographical reasons, but they explicitly excluded themselves The students’ perceived reasons, but they explicitly excluded themselves The students’ perceived reasons for de-motivation also varied, i.e., teachers’ behaviors, class size, etc Unfortunately, Chambers did not try to determine what de-motives were or to look at them critically, instead simply listing the students’ opinions As a result, Chambers could draw only a few conclusions about the impact of de-motives on the language learning experience Thus, while there have been studies that have explored issues related to de-motives, no

attempt has been made either to create a framework to aid in better understanding the phenomenon, nor to relate it to issues of curriculum and teaching

Oxford’s 1998 study advanced the understanding of de-motives by taking into account the time factor She recognized that de-motivation is a process that can be best understood by “looking backward”, i.e., by asking participants to recall their learning experiences over a period of time, in this case, five years The students were asked to write a stimulated recall essay using a variety of prompts, including “Describe a situation in which you experienced conflict with a teacher”, and “Talk about a classroom in which you felt uncomfortable” The findings drawn from the content analysis of the student essays revealed four broad sources of de-motivation, i.e., the teacher’s personal relationship with the student, the teacher’s attitude towards the course or the material, style conflicts between teachers and students, and the nature of the classroom activities However, since the prompts used by Oxford specifically referred to the teacher’s role as a source of de-motivation, other potential sources might not have been provided by participants in the study

Ushioda (1998) filled this gap by asking the participants to identify what they found to be de-motivating in their L2-related learning experience without specifying any prompts Her findings were not unlike the conclusions arrived at in the previous studies, that is, de-motives were related to negative aspects of the institutionalized learning context such as particular teaching method and learning tasks Nonetheless, Ushioda provided only a very general description of her de-motivation results as they formed only a part of a broader discussion on effective motivational thinking

Finally, while it is not difficult for the students who are involved with, and quite interested in, language learning to point out things that may be classified as de-motives,

it is also the case that being able to name such de-motivating factors does not provide any insights on the possible effects that de-motives may have on different students Dornyei (1998) addressed this issue by hypothesizing that only de-motivated students,