Japanese high school EFL learners’ perceptions of strategies for preventing demotivation

| March 26, 2014
Title
Japanese high school EFL learners’ perceptions of strategies for preventing demotivation

Keywords: demotivation, motivational strategies, prevention, high school students, Japanese

Yo Hamada
Akita University, Japan

Bio

Yo Hamada is an assistant professor at Akita University. He holds a Master’s degree in TESOL from Temple University and a doctoral degree in Education from Hiroshima University. His principal research interest concerns incorporating theories into classroom teaching practice, particularly in the areas of demotivation, and listening.

Abstract

In recent decades, academic work has examined motivation to learn English among speakers of foreign languages, reasons for demotivation that might exist among them, and strategies for motivating them; however, concrete strategies for avoiding demotivation among English as a foreign language (EFL) students have not yet been considered in detail. To rectify this, the present study addresses the following question: Which strategies do EFL learners believe are more and less effective in preventing demotivation? The participants in this study were 336 Japanese high school students, each of whom completed 41 questions on their beliefs regarding the effectiveness of various strategies for preventing demotivation on a six-point Likert-type scale. Factor analysis of responses identified five primary factors (teachers’ sensitivity, students’ feelings, English usage, traditional teaching style, and goal orientation) in preventing demotivation.

See page: 4-18

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Category: Teaching Articles