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ERIC Number: EJ1204580
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1072-4303
The Interplay of Selected Demotivation Determinants and Achievement in EFL Critical Reading and Writing
Ghaith, Ghazi
TESL-EJ, v22 n4 Feb 2019
This study investigates the interrelatedness the English as a foreign language demotivation factors of learning difficulties, threats to self-worth, monotonous teaching, poor student-teacher relationships, and learners' proficiency in critical reading and writing. Eighty (n =80) EFL learners participated in the study. The rationale for the study assumes that demotivation to learn (EFL) is an issue in many international contexts and that there is at present a dearth of research into the interplay of the external, internal, and contextual determinants of demotivation and learners' EFL proficiency. Data were collected through administering a five-level strongly disagree - strongly agree Likert-type scale and the critical reading and writing scores on the Scholastic Aptitude Test (SAT). Results revealed positive correlations between perceptions of threats to self-worth and learning difficulties and proficiency in critical reading and writing. Likewise, while monotonous teaching was negatively correlated with proficiency in critical reading, it correlated positively with learning difficulties and threats to self-worth. It was also found that poor student-teacher relationships were positively related to perceptions of learning difficulties, threats to self-worth, and to perceptions of learning difficulties. Implication for teaching and research are discussed.
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)