| Popis: |
This study investigated aspects of motivation and demotivation in university students and examined four potential variables as motivational and demotivational factors: gender, experiences of studying or living abroad, perceived English proficiency, and English proficiency levels. The questionnaire is composed of four motivational and six demotivational factors, and data from 166 students were analyzed for this study. The results are as follows. First, this study found that university students had strong ideal L2 self and instrumentality-promotion; and learner internal factors and teaching styles were strong demotivational factors for students to study English. Second, (a) female students were found to have stronger instrumentality-prevention motivation to study English than male students; (b) students with some experience of studying or living abroad showed higher ideal L2 self and stronger learner internal (demotivational) factors at the same time; (c) motivation factors and demotivation factors of students were slightly different depending on their English proficiency levels. Pedagogical implications are discussed based on the findings. Teachers need to provide systematic curriculum and customized teaching for learners so that students will not become demotivated to learn English. |
