Towards a non‐dichotomous view of motivators and demotivators in language learning

Bibliographic Data

ID12114604
AuthorsAustin Pack (0000-0002-3861-5620, Faculty of Education and Social Work Brigham Young University Hawaii Provo Hawaii USA, corresponding author), Tamas Kiss (0000-0002-7572-6426, Centre for English Language Studies Sunway University Bandar Sunway Selangor Malaysia), Alex Barrett (0000-0003-1229-9743, Department of Educational Psychology and Learning Systems Florida State University Tallahassee Florida USA), Chen Chen (0000-0002-9786-8003, Department of Applied Linguistics Xi'an Jiaotong‐Liverpool University Suzhou Jiangsu China)
Year2021
Volume32
Issue1
Pages94-107
Publication date2021-09-21
Open AccessYes
TypeARTICLE
VenueInternational Journal of Applied Linguistics (JOURNAL)
Journal identifiersISSN: 0802-6106 • E-ISSN: 1473-4192
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ijal.12397
OpenAlexW3201295125
LanguageEN
Citations received1
References cited27

This study explores the motivational dynamics and motivational factors of 60 first‐year English for Academic Purposes learners. Data were collected over a 10‐week period by means of motivation journals and focus group discussions. The findings indicate that students’ motivation levels changed frequently from day to day and that motivational factors can serve as both motivators and demotivators as their strength and polarity change according to initial conditioning and the complex interactions of factors within and outside of the classroom context. We argue that the practice of categorizing contextual factors as motivators or demotivators be abandoned, and in its place a non‐dichotomous view of motivators and demotivators in language learning be adopted

Context (archaeology · Mathematics education · Communication in Education and Healthcare · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Social Psychology

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