Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students
By Trần Thị Thu Trang, R. B. Baldauf. 2007
195 citations recorded by the source corpus.
Demotivation in English language learning was investigated, using Vietnam as a case study, with three main foci: (i) the reasons (i.e., the demotives) underlying demotivation; (ii) the degree of influence of different demotives; and (iii) students’ experiences in overcoming demotivation. Using stimulated recall essays from 100 university students of their foreign language learning experiences, the findings indicated that demotivation was a significant issue for EFL learning, and a framework for discussing the different sources of demotives was developed. While some categories of demotives occurred more frequent than others, no category appeared to be more or less difficult to overcome. Rather, students’ awareness of the role of English language and their determination to succeed were critical factors in overcoming demotivation.
View Paper: https://www.semanticscholar.org/paper/895c48ca35545e5e4649a60dfdfc679665e1fa72
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Citations in the corpus
- Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, background): “This finding echoes previous studies (D€ornyei, 1998, 2001; Hamada & Kito, 2008; Song & Kim, 2017; Trang & Baldauf, 2007) that, specifically, the speed of instruction (Hasegawa, 2004; Keblawi, 2005; Kikuchi & Sakai, 2009) and boring lessons (Arai, 2004; Falout et al., 2009; Kikuchi, 2009; Kikuchi &…”
- The motivational dimension of language teaching (2017, background): “…learners of Chinese in USA Not establishing appropriate boundaries for teacher–student relationships Farrell (2015) Canadian English as a second language college Not demonstrating mastery of the subject Trang & Baldauf (2007) Vietnamese university students felt and persuasive (Motha & Lin 2014).”