Exploring Demotivation in Second Language Classrooms: A Literature Review of Teacher and Student Variables

Abstract

Recent research in second language acquisition has seen a surge in interest concerning the phenomenon of students’ demotivation. Using a literature review, this paper explores the concept of L2 demotivation as the combined effects of internal and external factors that diminish a learner's drive to engage with the target language. It delves into the significant influences contributing to L2 demotivation, focusing on teachers' and students’ variables. Teachers’ variables encompass inappropriate teaching styles, attitudes, and low teaching quality, alongside instances of teachers’ demotivation, all identified as pivotal contributors to students’ demotivation by numerous studies. Additionally, students’ demotivation can stem from intrinsic issues such as low self-esteem or diminished self-worth. The paper concludes by suggesting pedagogical implications, such as the need for teacher training programs that emphasize motivational strategies and fostering positive attitudes towards language learning. Furthermore, it advocates for developing learner-centered approaches that address individual learner needs and provide opportunities for autonomy and self-expression in the language learning process, learning goals setting, task design, providing constructive feedback, inclusive classroom, cultural awareness, and leveraging technology in language learning. Lastly, the paper calls for further research into demotivation in second language learning to inform more effective pedagogical practices and interventions.