Factors that De-motivate EFL Students’ Class Participation at a School of Languages

Authors

DOI:

https://doi.org/10.26817/16925777.860

Keywords:

class participation, demotivation factors, EFL, students’ perceptions

Abstract

The goal of this qualitative study was to discover the nature of the factors that may demotivate university EFL students from participating in class. While previous studies conducted have focused on factors that affect classroom participation in general, this study involved in-depth interviews and observations in order to gain a comprehensive overview of the demotivating factors that impact EFL student participation levels. The study focuses on the participants’ participation habits and their perceptions of the factors that may inhibit it, that discourage learners from participating fully in class, and that effect learning negatively. The findings suggest that students’ perceptions of participation and their self-esteem and confidence affect their level of participation. They also indicate that the teacher’s role is an important variable in why students decide to remain silent.

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Author Biographies

Diana Iveth Sánchez-Hernández, Universidad Veracruzana, Mexico

is a part-time professor at the School of Languages of the University of Veracruz. She holds a B.A. degree in English Language and an M.A. degree in Teaching English as a Foreign Language, both awarded by the University of Veracruz. Currently, she is an advanced student of the Ph.D. degree program in Language Studies and Applied Linguistics from the University of Veracruz and is working on her doctoral thesis. Among her interests are topics related to English teaching and learning processes, and language and identity.

Enrique Vez López, Universidad Veracruzana, Mexico

is a full-time professor at the School of Languages of the University of Veracruz. He holds a B.A. degree in English Language and a Specialization degree in English Language Teaching, both awarded by the University of Veracruz, an M.A. degree in Education awarded by Eastern Mennonite University, Harrisonburg, Virginia, USA, and a Ph.D. in Language Studies awarded by the University of Veracruz. Among his published work feature papers related to English teaching and learning processes, language and culture, and language death.

Yeraldi García-Barrios, Universidad Veracruzana, Mexico

is an English teacher at private school in Xalapa, Veracruz. She holds a B.A. degree in English Language. Among her interests are carrying further into teaching English as a foreign language and teaching Spanish to foreign students and furthering her education in this field.

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Published

2021-06-23

How to Cite

Sánchez-Hernández, D. I., Vez López, E., & García-Barrios, Y. (2021). Factors that De-motivate EFL Students’ Class Participation at a School of Languages. GIST – Education and Learning Research Journal, (22), 147–172. https://doi.org/10.26817/16925777.860