Listening to our learners' voices: what demotivates Japanese high school students?

By Keita Kikuchi. 2009

197 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/11c18427343c6e1c8fb07a0557ec10b717078c49

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Citations in the corpus

The L2 Motivational Self System of Korean EFL Students: Cross-grade Survey Analysis (2012, background): “Although demotivation has been one of the recent foci in L2 motivational research (Kikuchi, 2009; Sakai & Kikuchi, 2009), with only a few exceptions this has not been the case in Korea (Oh, 2010).”
Research Methods in TEFL Studies: Descriptive Research, Case Study, Error Analysis, and R & D (2018, background): “The third example is Kikuchi (2009), a descriptive research to describe two points: (1) the salient demotivating factors in Japanese classrooms; and the issues should teachers consider to reduce demotivation in Japanese school English classrooms.”
Examining EFL vocabulary learning motivation in a demotivating learning environment (2017, background): “Demotivation is a significant issue in learning English as a foreign language (EFL) inmany countries, such as Japan (Kikuchi, 2009), Korea (Kim, 2009), Vietnam (Trang& Baldauf, 2007), Pakistan (Krishnan& Pathan, 2013), Iran (Alavinia& Sehat, 2012), and Saudi Arabia (daif-Allah & Alsamani, 2014).”
Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, unknown): “Rather than asking students about their interpersonal engagement with their peers, Finally, disengagement offers a potential explanation for decreases in motivation indicated in the “demotivation” literature (see Sakai & Kikuchi, 2009), which deals with the process of why language students feel a wa”
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings (2019, background): “Dörnyei and Kormos (2000) and Kikuchi (2009) also suggest that L2 activities and courses that are relevant and engaging to the target learners can increase their motivation and participation in the classroom.”
Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, background): “Other studies have suggested that demotivation can result from traditional teaching methodologies like the grammar-translation approach or the pressure of taking high- and low-stakes tests (Falout et al., 2009; Hamada & Kito, 2008; Kikuchi, 2009; Murphey, Falout, Elwood, & Hood, 2009).”