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Data were collected from 469 first- and second-year students using a demotivation questionnaire and follow-up face-to-face interviews. Quantitative analysis used descriptive and inferential statistics, while qualitative coding and classification supported interpretation. Results show significant gender differences for class-related characteristics and failure experiences, and highlight negative peer attitudes, teacher-related factors, personal issues, class characteristics, test anxiety, failure, and the education system. Coping strategies include self-studying, seeking assistance, changing perspective, thinking positively, disregarding others’ opinions, and staying goal oriented. Findings may support learners and teachers in developing effective coping strategies to reduce demotivation.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/factors-causing-demotivation-in-efl-learning-process-and-the-strategies-used-by-turkish-efl-learners-to-overcome-their-demotivation/589932/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/factors-causing-demotivation-in-efl-learning-process-and-the-strategies-used-by-turkish-efl-learners-to-overcome-their-demotivation/589932.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on Turkish EFL students’ demotivation?","Question",{"text":112,"@type":113},"The study identifies main demotivating factors affecting Turkish EFL university students’ English learning and describes the coping strategies students use from their own perspectives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and analyzed in the research?",{"text":117,"@type":113},"A demotivation questionnaire was administered to 469 first- and second-year students, and selected students were interviewed face-to-face. Quantitative data used descriptive and inferential statistics, while qualitative data were analyzed through coding and classifying.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were found to demotivate students the most?",{"text":121,"@type":113},"Key demotivating factors included negative peer attitudes, teacher-related factors, personal issues, class characteristics, test anxiety, failure experiences, and aspects of the education system.",{"name":123,"@type":110,"acceptedAnswer":124},"What strategies did students use to overcome demotivation?",{"text":125,"@type":113},"Students reported strategies such as self-studying, asking for assistance, changing perspective, thinking positively, ignoring what others think, and remaining goal oriented.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},589932,1792191182,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkish EFL Learners to Overcome their Demotivation\u003Cbr>Turgay Han*, Ayşegül Takkaç-Tulgar, NilüferAybirdi Ordu University, Turkey\u003Cbr>Corresponding Author: Turgay Han, E-mail: [turgayhan@yahoo.com.tr](turgayhan@yahoo.com.tr) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The purpose of the current study is to determine main demotivating factors affecting Turkish EFL university students’English language learning process and to identify the ways they apply to cope with these negative experiences from their own perspectives. The participants were 469 first and second year Turkish EFL university students. Both quantitative and qualitative methods were used to collect data in the study. First, a demotivation questionnaire (Sakai & Kikuchi, 2009) was administered to the participants, and then interviews were conducted, face-to-face, with some of the students. Descriptive and inferential statistics were performed on the quantitative data, while coding and classifying approach was used to analyze the qualitative data. Quantitative results revealed that are significant differences between female and male students in terms of the factors related to characteristics of classes and experiences of failure. Qualitative findings indicated that major factors that demotivate students are negative attitudes of the classmates, teacher-related factors, personal issues, class characteristics, test anxiety, failure experiences, and education system. Also, strategies for overcoming demotivation were determined as selfstudying, asking for assistance, changing perspective, thinking positively, ignoring what others think, and being goal oriented. It is implied that the results obtained from this study might be helpful for both language learners and teachers in developing effective coping strategies to overcome demotivation. |\n| Article history\u003Cbr>Received: November 12, 2018\u003Cbr>Accepted: February 13, 2019\u003Cbr>Published: April 30, 2019\u003Cbr>Volume: 10 Issue: 2\u003Cbr>Advance access: March 2019 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Demotivating Factors, Affective Factors, Overcoming Strategies, Effective Coping Strategies, Turkish EFL Learners |  |\n\nINTRODUCTION  \nMotivation determines the goals that we try to achieve and the level of effort that we extend to reach them (Brown, 2001, p. 72). According to Brown (2001), motivation is an intrinsic impulse, driving force, emotion or desire leading someone to perform a particular action. Further, on the one hand, without sufficient motivation level, even individuals with the superior skills and capabilities experience difficulties in achieving their long-term objectives. On the other hand, high level of motivation helps learners overcome shortcomings of learning conditions and it can lead them to succeed in spite of all possible problems they encounter in the learning process (Dörnyei, 2001) . Several studies have indicated that motivation is an essential element in foreign language learning and it plays a crucial role in learners’ target language achievement (e.g. Ghadirzadeh, Hashtnoudi & Shokri, 2013, Hu, 2011; Zhang, 2007) . For instance, Hu (2011) described that while motivational factors have a positive impact on language learning achievement, demotivating factors hinder the learning process. Therefore, students who lose their motivation atan early phase of second language learning might suffer from long-term harmful impacts, such as failure, losing self-confidence, self-blaming and struggling too much  \nto gain motivation during the learning process (Falout & Falout, 2005; Ushioda, 2001) .  \nWhat are the reasons that cause second language learners to become demotivated while learning the target language? This issue does not concern only the linguists but it also concerns language teachers ","cbCaivVjBJw0YR7C","https://ap.wps.com/l/cbCaivVjBJw0YR7C","pdf",877905,"English","# Article Info\n## Abstract\n## Article history\n## Conflicts of interest and Funding\n## Key words\n# Introduction","[{\"question\":\"What is the purpose of the study on Turkish EFL students’ demotivation?\",\"answer\":\"The study identifies main demotivating factors affecting Turkish EFL university students’ English learning and describes the coping strategies students use from their own perspectives.\"},{\"question\":\"How were data collected and analyzed in the research?\",\"answer\":\"A demotivation questionnaire was administered to 469 first- and second-year students, and selected students were interviewed face-to-face. Quantitative data used descriptive and inferential statistics, while qualitative data were analyzed through coding and classifying.\"},{\"question\":\"Which factors were found to demotivate students the most?\",\"answer\":\"Key demotivating factors included negative peer attitudes, teacher-related factors, personal issues, class characteristics, test anxiety, failure experiences, and aspects of the education system.\"},{\"question\":\"What strategies did students use to overcome demotivation?\",\"answer\":\"Students reported strategies such as self-studying, asking for assistance, changing perspective, thinking positively, ignoring what others think, and remaining goal oriented.\"}]","Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkish EFL Learners to Overcome their Demotivation | PDF",1792068426,25]