The interplay of selected demotivation determinants and achievement in EFL critical reading and writing

Abstract

This study investigates the interrelatedness the English as a foreign language demotivation factors of learning difficulties, threats to self-worth, monotonous teaching, poor student-teacher relationships, and learners’ proficiency in critical reading and writing. Eighty (n =80) EFL learners participated in the study. The rationale for the study assumes that demotivation to learn (EFL) is an issue in many international contexts and that there is at present a dearth of research into the interplay of the external, internal, and contextual determinants of demotivation and learners’ EFL proficiency. Data were collected through administering a five-level strongly disagree – strongly agree Likert-type scale and the critical reading and writing scores on the Scholastic Aptitude Test (SAT). Results revealed positive correlations between perceptions of threats to self-worth and learning difficulties and proficiency in critical reading and writing. Likewise, while monotonous teaching was negatively correlated with proficiency in critical reading, it correlated positively with learning difficulties and threats to self-worth. It was also found that poor student-teacher relationships were positively related to perceptions of learning difficulties, threats to self-worth, and to perceptions of learning difficulties. Implication for teaching and research are discussed. © Copyright rests with authors.