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Analyzing EFL learners’ demotivating factors in blended learning context

In second language and foreign language learning, demotivation in learning is a common occurrence. Almost all previous studies on learners’ demotivation focused on traditional classroom learning environment rather than blended learning setting. This paper investigates learner perceptions of demotiva...

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Autores principales: Zhou, Wenjing, Zhan, Yan, Jawing, Esther
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10623303/
https://www.ncbi.nlm.nih.gov/pubmed/37928571
http://dx.doi.org/10.3389/fpsyg.2023.1290034
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author Zhou, Wenjing
Zhan, Yan
Jawing, Esther
author_facet Zhou, Wenjing
Zhan, Yan
Jawing, Esther
author_sort Zhou, Wenjing
collection PubMed
description In second language and foreign language learning, demotivation in learning is a common occurrence. Almost all previous studies on learners’ demotivation focused on traditional classroom learning environment rather than blended learning setting. This paper investigates learner perceptions of demotivating factors for Chinese EFL college students in blended learning context. 272 college sophomores with varied majors from a university in Mid-East China took part in a questionnaire survey. The questionnaire, consisted of 34 4-point Likert type items about learners’ demotivation in a blended EFL learning environment, was adapted from Kikuchi’s demotivation questionnaire and Xie’s LPDS (Learner Perceptions of Demotivator Scale). An exploratory factor analysis was performed to explore the factor structure of the questionnaire items. Then mean scores of items loading on each factor were calculated and independent samples t-test analysis was adopted to examine the differences of demotivating factors between different groups of participants. Five demotivating factors from the questionnaire were extracted. The findings reveal a newly discovered factor: learners’ lack of self-discipline in online learning. The paper indicates that there is no significant difference of these five demotivating factors between male and female learners, and between rural and urban learners. Whereas less motivated learners perceive four among the five factors to be more demotivating than more motivated learners.
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spelling pubmed-106233032023-11-04 Analyzing EFL learners’ demotivating factors in blended learning context Zhou, Wenjing Zhan, Yan Jawing, Esther Front Psychol Psychology In second language and foreign language learning, demotivation in learning is a common occurrence. Almost all previous studies on learners’ demotivation focused on traditional classroom learning environment rather than blended learning setting. This paper investigates learner perceptions of demotivating factors for Chinese EFL college students in blended learning context. 272 college sophomores with varied majors from a university in Mid-East China took part in a questionnaire survey. The questionnaire, consisted of 34 4-point Likert type items about learners’ demotivation in a blended EFL learning environment, was adapted from Kikuchi’s demotivation questionnaire and Xie’s LPDS (Learner Perceptions of Demotivator Scale). An exploratory factor analysis was performed to explore the factor structure of the questionnaire items. Then mean scores of items loading on each factor were calculated and independent samples t-test analysis was adopted to examine the differences of demotivating factors between different groups of participants. Five demotivating factors from the questionnaire were extracted. The findings reveal a newly discovered factor: learners’ lack of self-discipline in online learning. The paper indicates that there is no significant difference of these five demotivating factors between male and female learners, and between rural and urban learners. Whereas less motivated learners perceive four among the five factors to be more demotivating than more motivated learners. Frontiers Media S.A. 2023-10-20 /pmc/articles/PMC10623303/ /pubmed/37928571 http://dx.doi.org/10.3389/fpsyg.2023.1290034 Text en Copyright © 2023 Zhou, Zhan and Jawing. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Zhou, Wenjing
Zhan, Yan
Jawing, Esther
Analyzing EFL learners’ demotivating factors in blended learning context
title Analyzing EFL learners’ demotivating factors in blended learning context
title_full Analyzing EFL learners’ demotivating factors in blended learning context
title_fullStr Analyzing EFL learners’ demotivating factors in blended learning context
title_full_unstemmed Analyzing EFL learners’ demotivating factors in blended learning context
title_short Analyzing EFL learners’ demotivating factors in blended learning context
title_sort analyzing efl learners’ demotivating factors in blended learning context
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10623303/
https://www.ncbi.nlm.nih.gov/pubmed/37928571
http://dx.doi.org/10.3389/fpsyg.2023.1290034
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