Analyzing EFL learners' demotivating factors in blended learning context

Area of Science:

• Educational Psychology
• Second Language Acquisition

Background:

• Demotivation is a frequent challenge in second and foreign language learning.
• Prior research predominantly examined traditional classroom settings, neglecting blended learning environments.

Purpose of the Study:

• To investigate learner perceptions of demotivating factors among Chinese college students in a blended English as a Foreign Language (EFL) context.
• To identify unique demotivating factors specific to blended EFL learning environments.

Main Methods:

• A questionnaire survey was administered to 272 college sophomores in Mid-East China.
• The survey utilized a 34-item Likert scale, adapted from established demotivation scales.
• Exploratory factor analysis and independent samples t-tests were employed for data analysis.

Main Results:

• Five key demotivating factors were identified.
• A novel factor, 'learners' lack of self-discipline in online learning,' was discovered.
• No significant differences in demotivating factors were found between male/female or rural/urban learners.
• Less motivated learners perceived four factors as more demotivating than more motivated learners.

Conclusions:

• Learner self-discipline is a critical factor in blended EFL learning success.
• Understanding specific demotivating factors is crucial for improving blended learning designs.
• Targeted interventions may be needed for less motivated learners in blended EFL settings.