dariannavo, [01.06.2023 17:30]
This study initially attempts to discuss motivation and demotivation in the field  of  second  language  acquisition  and  additionally  to  explore  the  main  factors causing  demotivation  in  learning  English  among  university  students  of  vocational school.Thus, it  can be  implied that  learners' motivation can  be increased via more communicative activities including real life conversations, language games, etc.The most salient finding is that among six groups of demotivation  factors,  the  most  mentioned  one  by  all  participants  was  class characteristics  which  includes  such  reasons  as  learners'  being  unsatisfied  with  the course  contents  and  pace,  focus  on  grammatical  structures,  focus  on  university entrance exams and the memorization of the language; while the least one is teacher factor.Descriptive statistics were employed in  order to  identify the  most and the  least demotivating  factors grouped into  6  main  categories  such  as  (a)  Class  Characteristics  (b)  Class  Environment  (c) Experiences  of  Failure  (d)  Lack  of  Intrinsic  Motivation  (e)  Class  Materials  and  (f) Teacher.In  general,  the  most  frequently  mentioned  demotivating  factor  by  all participants at Malkara Vocational School was Class  Characteristics (M=2.65) which can  be  explained  by  students'  unwillingness  for  grammar,  exam  and  translation-oriented  lessons.While the differences in demotivation may be explained by these three variables to some extent, some other variables should be paid  attention  for  their  role  in  demotivation  such  as  motivation  level,  beliefs, attitudes, social background, personality, proficiency of learners etc.Analysis  results showed that  both female  and male  participants  regard  class  characteristics  mostly  as  demotivating  while  they perceive  teacher  factor  as  a  non-demotivator.In  this  respect,  there  were  no significant  differences  between  female  and  male  participants  in  terms  of  their demotivating  factors  on  the  contrary  to  what  previous  Tsuchiya  (2004)  reported.dariannavo, [01.06.2023 17:30]
It is a fortunate result for the researcher which implies that teacher's attitude, teaching  competence,  language  proficiency,  personality,  and teaching  style  do not demotivate the learners.In contrast, the least demotivating factor  was teacher (M= 1.43) on  the  contrary to  what  many  studies  suggested  (Zhang,  2007;  Gorham  &Christophel,1992;  Kim, 2011).That  reveals  the  teacher's  focus  on  learners  motivation  and  her  use  of motivational strategies in her classrooms for increasing learners' motivation.