Investigating Demotivation in Learning English: An Extension to Sakai and Kikuchi’s (2009) Framework

Oct 15, 2026

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The study investigates factors contributing to demotivation in L2 learning among Pakistani undergraduates at the University of Balochistan, Quetta. A mixed-methods design was used with quantitative questionnaire data from 116 first-semester students and one open-ended question for qualitative insight. Quantitative analysis employed descriptive statistics, while qualitative responses were analyzed through content analysis to derive themes and categories. Results show all six demotivational factors were cited, with teaching method, lack of facilities, and course content most prominent, and an additional emerging factor related to societal negative attitudes toward English.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

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Advances in Language and Literary Studies Vol. 4 No. 2; July 2013 Copyright © Australian International Academic Centre, Australia Investigating Demotivation in Learning English: An Extension to Sakai and Kikuchi’s (2009) Framework K. Sarojani Devi Krishnan (corresponding author) School of Education and Modern Languages, Northern University of Malaysia,41-3, Jalan Raja Muda Abdul Aziz, 50400 Kuala Lumpur E-mail: [sharmiliis@yahoo.co.uk](sharmiliis@yahoo.co.uk) Zahid Hussain Pathan School of Education and Modern Languages, Northern University of Malaysia,41-3, Jalan Raja Muda Abdul Aziz, 50400 Kuala Lumpur [E-mail: pathanzahid@yahoo.com](E-mail: pathanzahid@yahoo.com) Doi:10.7575/aiac.alls.v.4n.2p. 124 URL: [http://dx.doi.org/10.7575/aiac.alls.v.4n.2p.124](http://dx.doi.org/10.7575/aiac.alls.v.4n.2p.124) Received: 04/04/2013 Accepted: 04/06/2013 Abstract The aim of this research is to investigate the factors of demotivation in L2 learning of Pakistani undergraduates at the University of Balochistan, Quetta. A mixed-methods research design was employed in this study to explore the factors of demotivation. Quantitative data was obtained from the responses of a population of 116 first semester undergraduates in a questionnaire adopted from Sakai and Kikuchi (2009) . The questionnaire comprised 35 close-ended items on a 5-point Likert scale on six factors of demotivation: grammar-based teaching, teacher’s behaviour, course contents and teaching materials, effects of low test scores, classroom environment, and lack of self-confidence and interest. Qualitative data was obtained from an open-ended question on students ’demotivating experiences in learning English in the same questionnaire. Descriptive statistics was used to analyze the quantitative data while the qualitative data was analyzed by using content analysis to extract the themes or factors of demotivation and their categories based on Sakai and Kikuchi ’s framework. The findings reveal that all six factors were cited by students as demotivational factors with teaching method, lack of facilities and course content being the most cited factors, hence supporting Sakai and Kikuchi ’s (2009) framework. In addition, the qualitative data suggests that a new factor emerged – negative attitude of society towards English language - hence a contribution to the body of literature. The findings ofthe study have implications on the teaching and learning of English in Pakistan. Keywords: Demotivation, demotivational factors, demotivating sources, demotivating experiences, demotives 1. Introduction In the past, research on second language learning has concentrated on motivation with the aim of developing a positive attitude towards English language learning (Dörnyei, 2001a; Hussin, Maroof, & D’Cruz, 2001) . This is mainly due to the fact that the English language has emerged as the lingua franca in many countries today. Dornyei (2005b) states that motivation is a key factor that stimulates the interest of students to learn a foreign or second language. Motivation infuses reasons and motives among second language (L2) learners to sustain their interest in L2 learning and paves a way for them to yield positive outcomes in achieving the desired results by developing reasonable skills in the target language (Dörnyei, 2001b) . Hence, for these reasons, there has been a preponderance of research in motivation in L2 learning over the past fifty years. On the contrary, demotivation, i.e. the dark side of motivation has been under-researched (Dörnyei, 2001b; Falout & Maruyama, 2004; Zhang, 2007) . Demotivation is a relatively new term in the field of second language learning and is defined as a barrier that impedes and retards second language learning (Crookes & Schmidt, 1991; Dörnyei, 2001b; Dörnyei & Ushioda, 2010; Falout & Maruyama, 2004; Oxford, 1998) . While motivation drives an individual towards achieving desired goals or outcomes, demotivation, or‘an

FAQs

What research design was used to study demotivation in learning English?

A mixed-methods research design was employed, combining quantitative questionnaire data with qualitative responses from an open-ended question.

Which demotivational factors were most frequently reported by students?

Teaching method, lack of facilities, and course content were identified as the most cited demotivational factors among the six studied.

What additional factor emerged from the qualitative data?

The qualitative data suggested a new factor: negative attitudes of society toward the English language.

Oct 15, 2026

Uploaded by Cipher