From the State of Motivated to Demotivated: Iranian Military EFL Learners’ Motivation Change

다국어 초록 (Multilingual Abstract)

Second language learning motivation has always been considered to be one of the most influential factors in language learning due to its undeniably substantial impacts. In comparison with research conducted in other areas of L2 motivation, there has been a paucity of research on L2 motivation change, especially in the Iranian language learning context. This study aimed at investigating motivation change among Iranian military EFL learners in an intensive English course. The participants included 61 Iranian military staff aged 23-35, who took part in an intensive English course at the military university’s foreign language center. The data collection was conducted using a background information questionnaire, a contextualized and translated version of the mini-AMTB (Attitude Motivation Test Battery) and an interview with the selected participants. Quantitative descriptive analysis showed that the participants were highly motivated, with relatively low anxiety and high integrative motivation. Furthermore, a qualitative content analysis showed that situation-specific factors including management problems both at macro and micro levels, class timing, lesson planning, organizational interventions, teacher-related factors, and facilities were all motivational factors that played a significant role in motivating or demotivating learners. The results also showed that the learners moved from a state of high motivation to low motivation due to context-specific demotivational factors.

참고문헌 (Reference)

1 McIver, J. P., "Unidimensional scaling" Sage 1981

2 Ellis, R., "The study of second language acquisition" Oxford University Press 2008

3 Dörnyei, Z., "The psychology of the language learner revisited" Routledge 2015

4 Dörnyei, Z., "Teaching and researching motivation" Routledge 2014

5 Papi, M., "Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context" 62 (62): 571-594, 2012

6 Irie, K., "Stability and flexibility of L2 motivation: A multimethod study of Japanese junior high school students" Temple University Japan 2005

7 Dörnyei, Z., "Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey" 23 (23): 421-462, 2002

8 Dörnyei, Z., "Researching complex dynamic systems: Retrodictive qualitative modeling in the language classroom" 47 (47): 80-91, 2014

9 Nunnally, J. C., "Psychometric theory" McGraw-Hill 1994

10 Taguchi, T., "Motivation, language identity and the L2 self (Vol. 36)" Multilingual Matters 2009

11 Dörnyei, Z., "Motivation, language identity and the L2 self" Multilingual Matters 2009

12 Csizér, K., "Motivation, language identity and the L2 self" Multilingual Matters 98-119, 2009

13 Dörnyei, Z., "Motivation, language identity and the L2 self" Multilingual Matters 9-42, 2009

14 Ryan, S., "Motivation, language identity and the L2 self" Multilingual Matters 120-143, 2009

15 Ushioda, E., "Motivation, language identity and the L2 self" Multilingual Matters 215-228, 2009

16 Dörnyei, Z., "Motivation, language attitudes and globalisation: A Hungarian perspective" Multilingual Matters 2006

17 Jodai, H., "Motivation, integrativeness, organizational influence, anxiety, and English achievement" 4 : 3-25, 2013

18 Dörnyei, Z., "Motivation in second and foreign language learning" 31 (31): 117-135, 1998

19 Dörnyei, Z., "Motivation in action: Towards a process-oriented conceptualisation of student motivation" 70 (70): 519-538, 2000

20 Gardner, R. C., "Motivation and second language acquisition: The socio-educational model" Peter Lang 2010

21 Dörnyei, Z., "Motivation and second language acquisition" University of Hawaii Press 399-432, 2001

22 Chalak, A., "Motivation and attitudes of Iranian undergraduate EFL students towards learning English" 10 (10): 37-56, 2010

23 Kikuchi, K., "Listening to our learners' voices: what demotivates Japanese high school students?" 13 (13): 453-471, 2009

24 Jamieson, S., "Likert scales: How to (ab) use them" 38 (38): 1217-1218,

25 Lynch, B. K., "Language program evaluation: Theory and practice" Cambridge University Press 1996

26 Rashidi, N., "Iranian EFL learners’ motivation construction: Integrative motivation revisited" 2 (2): 101-124, 2013

27 Dörnyei, Z., "Introducing applied linguistics: Concepts and skills" Routledge 74-83, 2010

28 Gardner, R. C., "Integrative motivation: Changes during a year‐long intermediate‐level language course" 54 (54): 1-34, 2004

29 Dörnyei, Z., "Individual differences in second language acquisition" 19 (19): 42-68, 2006

30 Williams, M., "French is the language of love and stuff: Student perceptions of issues related to motivation in learning a foreign language" 28 (28): 503-528, 2002

31 Ushioda, E., "Current issues in English language methodology" Publicacions de la UniversitatJaume 77-89, 1998

32 Gardner, R. C., "Attitude/motivation test battery: International AMTB research project" The University of Western Ontario 2004

33 Christophel, D. M., "A test‐retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes" 44 (44): 292-306, 1995

34 Tae-Young Kim, "A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students" 아시아테플 13 (13): 138-155, 2016