An analysis of demotivators in the EFL classroom

By Hideki Sakai, Keita Kikuchi. 2009

342 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d5721b9fa94c819ffc4f549b2235aa8fc2d13f22

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Maya Sugita McEown
2. W. Oga-Baldwin
3. Jie-Chi Yang
4. W. Wu
5. Tosh Yamamoto
6. Poh Kiat Ng
7. M. Lamb
8. Chiew Fen Ng

In Social Psychology

1. W. Oga-Baldwin
2. Maya Sugita McEown
3. Jie-Chi Yang
4. W. Wu
5. Tosh Yamamoto
6. Poh Kiat Ng
7. M. Lamb
8. Chiew Fen Ng

Citations in the corpus

• Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, background): “…writing, aligning with previous researchers’ statements that reduced self-interest was detrimental to learning (D€ornyei, 1998, reported in D€ornyei, 2001; Falout & Maruyama, 2004; Hamada & Kito, 2008; Sakai & Kikuchi, 2009) and thus led to a prolonged state of demotivation (Falout & Falout, 2005).”
• Self-determination for all language learners: New applications for formal language education (2019, background): “Some work has been done toward this end (e.g., D€ornyei & Csiz"er, 1998; Sakai & Kikuchi, 2009), though these studies have not adequately measured any predictive effect on student language learning, achievement, or long-term motivation, nor have they made use of any effective unifying theoretical…”
• A Review of Intrinsic and Extrinsic Motivations of ESL Learners (2015, background): “Many studies on motivation also conclude that L2 teachers play one of the most influential roles to help learners engage and persist in the long process of SLA [17], [19], [25].”
• Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, neutral): “…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 waning desire to learn.”
• The motivational dimension of language teaching (2017, background): “Oneoff studies have already shown that different factors will tend to demotivate learners of high versus low proficiency (Falout & Maruyama 2004) and high versus low pre-existing motivation (Sakai & Kikuchi 2009).”