Rationale
English has established itself as a global language, essential for various professional fields, leading to a surge in learners aiming to master it for future job opportunities In Vietnam, English is a mandatory subject in schools and universities, where students are trained in the four key skills: listening, speaking, reading, and writing Despite this structured education, many students struggle to achieve proficiency in English.
As an English teacher at Hanoi University of Industry, I have observed that my non-English major students encounter significant challenges in their learning process Despite the course being designed with a communicative approach, many students struggle to use English in daily conversations The second-year non-major English students are required to study the "New Headway - Pre-Intermediate" textbook, yet a considerable number express boredom and disinterest during listening lessons, indicating the need for further investigation into the underlying causes of these issues.
Research on second language acquisition has primarily focused on motivational factors to foster a positive attitude toward learning English In contrast, the concept of demotivation is relatively underexplored, particularly in the context of listening skills This lack of studies on demotivating factors in second language learning highlights the need for further research in this area.
All the aforementioned reasons have encouraged me to carry out a study entitled
This study explores the demotivating factors affecting listening lessons for second-year non-English major students at Hanoi University of Industry (HAUI) The findings aim to serve as a valuable resource for both educators and learners at HAUI, facilitating improved teaching and learning strategies for listening skills.
Aims and objectives of the study
The study aims at exploring factors of demotivation in listening lessons of the second year non- English major at Hanoi University of Industry
The paper is intended to aim at the following objectives:
(+) To investigate main demotivating factors that reduce students‟ interest in listening lessons
(+)To suggest some solutions to eliminate these factors in order to help students recover their interest in listening lesson.
Research questions
This study aims to answer the following question:
What are the dominant demotivating factors affecting students’ listening lessons from students’ perception and from teachers’ perception?
Scope of the study
This study examines the demotivation experienced by second-year non-English major students at HaUI during their listening lessons It aims to identify the primary factors contributing to this demotivation and proposes effective solutions to assist students in overcoming these challenges.
Research methodology
This quantitative study primarily employed quantifying techniques, supplemented by a small amount of qualitative analysis for deeper insights into the results Data was collected through survey questionnaires to gauge students' opinions and attitudes regarding factors that demotivate them during listening lessons Informal interviews with teachers provided additional perspectives on their views and potential solutions to rekindle student interest in these lessons Furthermore, observational data from various listening classes contributed to a comprehensive analysis of the findings.
Significance of the study
Theoretical significance: Previous research in second language acquisition has primarily concentrated on motivation, largely overlooking the concept of demotivation Additionally, there is a scarcity of studies addressing the demotivating factors that hinder students' learning, particularly in the area of listening skills in English This study aims to provide new insights into this underexplored aspect of language learning.
Practical significance: Findings of this study will provide information that can help teachers and learners at HaUI find a better way to teach and learn listening skills
Teachers can identify effective teaching methods to enhance students' listening skills, while students recognize the factors that can reignite their interest in learning.
Organization of the study
The study is structured into three key sections: Introduction, Development, and Conclusion The Introduction outlines the rationale, aims, scope, methods, and design of the research The Development section comprises three chapters: the first chapter reviews literature on listening, listening comprehension, demotivation, and factors affecting second language acquisition; the second chapter details the study's methodology, including research questions, participant demographics, methods, instruments, and data collection techniques; the third chapter focuses on data analysis, discussion, and key findings Finally, the Conclusion summarizes the study, addresses its limitations, and offers suggestions for future research.
This article is structured into three key chapters: the first chapter explores fundamental theories surrounding listening, listening comprehension, and demotivation; the second chapter outlines the methodology employed by the author for the research; and the third chapter presents a detailed analysis of the data along with a discussion of the main findings.
LITERATURE REVIEW
Theoretical background of listening 1 Definitions of listening
Listening, as defined by Thomlison (1984), is the skill of identifying and comprehending spoken communication This intricate process requires the listener to grasp the speaker's accent, pronunciation, grammar, and vocabulary while simultaneously understanding the intended meaning An effective listener can perform these four tasks concurrently, showcasing their listening proficiency.
Listening comprehension is an active and conscious process where the listener constructs meaning by utilizing contextual cues and prior knowledge This involves relying on various strategic resources to effectively meet task requirements.
Listening comprehension is a complex and interactive process where listeners actively construct meaning from spoken language It involves understanding oral input through sound discrimination, vocabulary knowledge, grammatical structures, and the use of stress and intonation Additionally, listeners utilize linguistic, paralinguistic, and non-linguistic cues to interpret contextual utterances effectively.
Effective listening comprehension requires learners to engage in an active process of understanding meaning, utilizing both linguistic cues and their existing nonlinguistic knowledge.
Listening is a complex cognitive activity where listeners interact with speakers to construct meaning based on their experiences and knowledge (Byrnes, 1984) By understanding the factors that influence listening, the various levels of listening, and the components of the listening process, students can better recognize their listening skills and participate in activities that enhance their effectiveness as listeners According to Karakas (2002), listening activities aim to prevent misunderstandings and support learners in interpreting texts accurately These activities are typically divided into three categories: pre-listening, while-listening, and post-listening activities.
The pre-listening stage is essential for preparing students by encouraging them to engage with the topic or text During this phase, teachers can introduce specific vocabulary, complex grammatical structures, and relevant expressions through discussions, while prompting students to predict the content based on their existing knowledge The main objectives of pre-listening activities are to activate students' prior knowledge and set expectations for the upcoming information, as well as to establish the necessary context for the listening task at hand.
Effective listening involves constructing clear and accurate meanings by interpreting both verbal messages and nonverbal cues from the speaker Throughout this process, students actively verify and adjust their predictions, enhancing their overall listening experience.
Listening comprehension activities are essential for enhancing students' understanding of spoken language and ideas Teachers can facilitate this by having students note key words, answer comprehension questions, and fill in tables with specific information while listening These activities aim to sharpen students' focus on the speaker's language, organizational patterns, and encourage critical thinking and personal responses Following this, open-ended activities can provide students the opportunity to practice listening skills related to their daily lives It is crucial to build on students' existing knowledge, using engaging activities that align with their current skills A variation of the missing word activity can involve pair work, where students collaborate to fill in gaps on the same worksheet, promoting teamwork and deeper comprehension.
Post-listening activities play a crucial role in enhancing students' listening skills by allowing them to engage with the material immediately after the listening experience These activities are designed to help students connect the content to their own ideas and experiences, fostering interpretive, critical listening, and reflective thinking Additionally, they serve as valuable opportunities for teachers to assess and evaluate students' understanding and progress.
To enhance comprehension, it is essential to move beyond literal understanding to interpretive and critical thinking Teachers can assign various comprehension questions for students to discuss after listening, encouraging them to exchange information and collaboratively complete a class chart This process helps students connect their individual insights and contributes to a comprehensive understanding of the material Any lingering questions can be addressed to ensure clarity and depth of understanding.
After the initial or second listening, the entire class engages in an information swap activity before revisiting the tape This approach allows students to independently seek answers to questions they previously struggled with, rather than relying on the teacher for immediate solutions.
Theoretical background of motivation and demotivation
Researchers have different ideas in defining what motivation is, but all of them agree that motivation is a very important factor that encourages students to enjoy their studying
According to Dornyei (2001), motivation encompasses the factors that drive individuals to take action, outlining the reasons behind their decisions, the intensity of their efforts, and the duration for which they are willing to engage in activities.
From a cognitive standpoint, motivation pertains to understanding why individuals choose specific actions and the factors that shape their decisions It also encompasses the extent of effort individuals are willing to invest in reaching their objectives Consequently, the teacher's role is to assist and empower learners in making informed choices.
In recent years, while motivation for learning a second language has been a primary focus of research, the emerging issue of demotivation has gained significant attention among scholars in the field.
Demotivation refers to the feeling that efforts are futile, often stemming from a sense of meaninglessness or worthlessness associated with tasks According to the Oxford Advanced Dictionary, to "demotivate" someone is to diminish their motivation, making them believe that their efforts are not worthwhile.
Demotivation, as defined by Zhang (2007), refers to the factors that diminish students' enthusiasm for learning or the lack of motivating forces that encourage them to engage in educational activities.
According to Dornyei (2001), demotivation refers to external factors that negatively impact an individual's motivation to engage in a specific behavior or ongoing action These factors can include aspects of the classroom environment, teaching methods, the situation of instruction, and the behaviors of teachers.
Demotivation significantly impacts students' ability to achieve desired learning outcomes, particularly in mastering English language proficiency According to Flout and Maruyama (2004), it leads to a decline in learners' motivation, which ultimately hampers their academic success Demotivation can be categorized into two primary types: external factors, such as teachers, learning conditions, materials, and assessment methods, and internal factors, which stem from the students themselves, including their attitudes towards English, self-esteem, and experiences of failure or lack of success.
1.2.3 Previous studies in the world and in Vietnam of demotivation
Dornyei (1998, 2001) identifies nine key demotivating factors affecting language learners, ranked by frequency: the teacher, inadequate school facilities, reduced self-confidence, negative attitudes towards the second language, the compulsory nature of language study, interference from another foreign language, negative perceptions of the second language community, attitudes of peers, and course materials These factors have become a standard reference for researchers, guiding the development of questionnaires and interviews in studies on demotivation, as seen in the works of Chang & Hwang (2004), Falout & Maruyama (2004), Kikuchi (2009), and Sakai & Kikuchi (2009).
Research on demotivation in instructional communication primarily stems from the work of Gorham and Christophel (1992), who explored the factors considered demotivating by college students in introductory communication classes Their findings revealed that teacher-related factors constituted a significant 79% of the responses The top five demotivating factors identified were dissatisfaction with grading and assignments, a boring teaching style, the teacher's unapproachability, self-centeredness, and a condescending or insulting demeanor This ranking provides valuable insights into the critical role teachers play in student motivation.
Chamber's study (1993) on second language motivation highlighted a significant discrepancy between teachers' and students' perceptions of demotivation in elementary students While teachers attributed demotivation to various factors such as psychological, attitudinal, social, historical, and geographical influences, they did not consider their own role in this issue In contrast, students primarily blamed their teachers for unclear instructions, criticism, and shouting when they struggled to understand, indicating a need for better communication and support in the classroom.
Research by Oxford (1998) highlights key factors contributing to student demotivation, based on participants' reflections on five years of learning experiences Four primary demotivating factors were identified: the teacher's personal relationship with students, their attitude towards the course material, conflicts in teaching styles, and the nature of classroom activities The findings emphasize the significant role teachers play in demotivating students, with issues such as lack of care, favoritism, enthusiasm, and poor management of class relevance and engagement being prevalent Ultimately, the study suggests that teachers often attribute students' lack of motivation to external factors rather than recognizing their own influence.
18 demotivation to various reasons including psychological, attitudinal, social, historical and even geographical reasons with realizing the potential demotivating roles of themselves
Sakai and Kikuchi (2009) conducted a study to explore the demotivating factors affecting upper secondary school students in Japan Their research identified five key factors that contribute to student demotivation: inadequate school facilities, low test scores, a lack of intrinsic motivation, teacher competence and teaching styles, as well as the learning content and materials Interestingly, unlike previous studies, the findings revealed that teacher-related factors were not the primary sources of demotivation; instead, the most significant issues were related to learning content and materials, along with test scores.
In Vietnam, a study by Trang and Baldauf (2007) explored the demotivating factors affecting 100 university students learning English The research revealed that both internal factors, such as students' attitudes, past failures, and self-esteem, and external factors, including teacher behavior, competence, and classroom atmosphere, significantly impacted motivation Additionally, other demotivating influences were identified, such as the compulsory nature of English, parental interference, and changes in the learning environment The study's findings align with previous research, indicating that teachers are a primary source of demotivation for students.
1.2.4 Studies of demotivating factors in listening
Listening difficulties in students can stem from four key factors identified by Willis (1981): the message being conveyed, the speaker's delivery, the listener's engagement, and the physical environment These challenges can lead to a lack of motivation in students when it comes to listening activities.
Students often find it more challenging to listen to recorded messages than to read the same content, as they have limited time to absorb audio material, while written text can be read at their own pace Additionally, listening materials tend to be diverse and poorly structured, presenting unfamiliar topics and situations that hinder listeners' ability to anticipate the speaker's message Unlike written content, audio messages cannot be slowed down for easier comprehension Furthermore, spontaneous conversations may include ungrammatical sentences due to nervousness or hesitation, which can lead to omitted or redundant elements, complicating the listener's understanding.
METHODOLOGY
Research questions
This study is intended to seek the answer to the following research questions:
- What are the dominant demotivating factors affecting students in listening lessons at Hanoi University of Industry from students’ perception and from teachers’ perception?
Participants of the study
There were two groups of participants: students and teachers
Group 1 :155second year non- English major students at different classes such as
The survey included participants from Electricity, Electronics, and Software Design, with most having studied English for nine and a half years as a compulsory subject They attend six 45-minute English classes each week, utilizing the "New Headway - Pre-Intermediate" coursebook, which is taught by Vietnamese English teachers Prior to this, the students completed the "New Headway - Elementary" coursebook.
Group 2:20 teachers are working with listening lessons of New Headway- pre intermediate, participated in survey questionnaires and 5 of them took part in the informal interview All of them have Bachelor degrees Besides, they are the teachers with at least more than three years of teaching experience
The study utilized a quantitative approach, primarily employing quantifying techniques, while also incorporating a limited amount of qualitative analysis for enhanced insights Data collection involved survey questionnaires directed at students and teachers, alongside informal interviews with teachers These survey questionnaires aimed to capture students' opinions and attitudes regarding the factors that demotivate them during listening lessons, while informal interviews provided teachers' perspectives and potential solutions to rekindle students' interest in these lessons.
To validate the information collected for the study, both quantitative and qualitative research methods were utilized, incorporating survey questionnaires for students and teachers, as well as informal interviews with educators.
The questionnaires were developed using the Likert scale model, drawing on insights from relevant research and my personal teaching experience This format was utilized for both students and teachers to identify the factors that contribute to student demotivation during listening lessons.
Informal interviews were used for teachers All the questions in this interview focused on finding out teachers‟ opinions and their appropriate techniques to recover students‟ interest in listening lessons
2.5 Data collection and data analysis
To gain data for the study, two survey questionnaires (appendix 2 and appendix
3) were administered to the participants A 30- item questionnaire was constructed based on demotivating factors used by Dornyei (1998), Falout& Maruyama (2004), Kim (2009) and Sakai and Kikuchi (2009) and the researcher‟s own investigation The items were designed to measure the four demotivating factors derived from previous studies: 1) course book-related factors, 2) learner-related factors, 3) teacher- related factors and 4) learning and teaching condition The participants were asked to respond to questions with choices ranging from strongly disagree, disagree, undecided, agree and strongly agree The participants were also asked to provide their background information such as name, age and the years of learning English
An informal interview was conducted at the Faculty of Foreign Languages or during break times between classes in the staff room for convenience Each interview lasted between 8 to 15 minutes and was conducted in Vietnamese.
To facilitate mutual understanding between teachers and interviewers, informal interview questionnaires were developed, drawing on Kikuchi (2009) The first question explored teachers' perspectives on their students' attitudes toward listening lessons Subsequent questions addressed four key demotivating factors, examined the activities and techniques employed by teachers, and solicited solutions proposed by educators to enhance student engagement in listening lessons.
The data were analyzed quantitatively through Likert scale to explore the main demotivating factors in listening lessons of the second year non-English major students at HaUI
The researcher consolidated and categorized the comments and perceptions from teachers and students in response to the questionnaires, converting the results into percentages for easier analysis.
Chapter 3: RESEARCH FINDINGS AND DISCUSSION 3.1 Data analysis and discussion of students‟ survey questionnaire
The results, displayed in Tables 1 to 4, highlight the percentages of responses regarding the four main factors Positive responses, categorized as "agree" and "strongly agree," were used to identify the most demotivating factors and establish their rankings.
Statement 1, 2, 3, 4, 5, 6, 7, 8, 9 in the questionnaire asked about the students‟ opinions about the listening lessons in the course book
1 There are many new words and grammar structures in listening lessons
2 It is difficult to understand the content of listening material in the course book
3 The topics of listening lessons totally strange only some topics are familiar to your own knowledge
4 Listening texts in the course book are boring
5 Listening texts in the course book are long
6 The speaking speed of listening part is fast
7 The pronunciation in the listening part is difficult to listen and recognize words
8 Listening exercises are difficult and uninteresting
9 Time for listening lessons is not enough
20.5 15.6 23.7 18.8 21.4 100 1= strongly disagree, 2= disagree, 3=undecided, 4= agree, 5= strongly agree
Table 1: Listening comprehension section in the course book
In the listening lessons of the course book, participants identified item 8 as the most demotivating factor, with 60.9% expressing that difficult and uninteresting listening tasks hindered their motivation The second factor was item 1, with 50.4% of participants noting the overwhelming number of new words and grammar points in the listening sections Additionally, item 5, concerning lengthy listening texts, was cited by 48.1% of participants as a demotivating element These findings highlight that the challenging nature of listening tasks significantly affects student motivation To enhance engagement, it is essential to adapt or redesign these tasks to better align with students' proficiency levels Furthermore, teachers should implement thorough pre-listening activities to help students grasp the content, especially when faced with numerous new vocabulary and grammar concepts.
10 My English ability is not good enough to handle lesson‟s objectives
11 I have difficulty in memorizing words and phrases of words
12 I get lost in how to self-study for listening skill
14 I fail to answer the teacher‟s questions 16.9 21.2 19.1 22.2 20.6 100
15 I am not interested in listening lessons 23.5 16.2 9.7 30.6 20.2 100
Table 2: Student- related demotivating factors
Table 2 reveals that poor English proficiency, identified as item 10, is the leading demotivating factor for students, with 54.7% of participants highlighting this issue Additionally, low performance on tests and exams contributes significantly to student demotivation.
The third most significant demotivating factor identified was the learners' lack of interest in listening classes, with 50.8% of respondents highlighting this issue Additionally, the data revealed that low English proficiency was a major deterrent for students in their listening studies, as they struggled with limited vocabulary, poor grammar translation, and inadequate listening comprehension Consequently, these challenges led to consistently low scores, which in turn diminished students' intrinsic motivation to engage with listening activities.
16 Teacher‟s teaching style is boring 8.6 15.4 26.8 20.4 28.8 100
17 The speech of teaching is fast 11.7 14.2 32.5 21.7 19.9 100
18 Teacher‟s instructions and explanations are not clear and not easy to understand
19 Teacher rarely speaks English in class 22.5 21.6 15.2 23.1 17.6 100
20 Teacher‟s pronunciation of English is poor
21 Teacher is lack of care and enthusiasm 12.7 18.8 25.8 23.8 18.9 100
(appreciate high achievers, humiliate on low achievers)
23 Teacher is strict and inflexible 24.7 33.5 22.3 9.8 9.7 100
24 Teacher rarely uses teaching aids: handouts, pictures, computers, speakers, tapes, recorders, CD
Table 3: Teacher- related demotivating factors
Table 3 reveals that 49.2% of participants felt demotivated due to their teachers' boring teaching styles Additionally, 42.7% indicated that a lack of care and enthusiasm from teachers contributed to their demotivation The third significant factor, with 41.6%, was related to another aspect of teaching that negatively impacted student motivation.
A study involving 27 participants revealed that students' interest in listening lessons diminishes due to teachers' rapid speech This indicates that inadequate teaching methods and teachers' lack of competence significantly impact students' learning experiences To enhance comprehension, educators must reassess their delivery techniques, as many students feel their vocabulary and grammatical knowledge are insufficient for understanding the material Consequently, it is essential for teachers to articulate clearly and speak slowly to facilitate better student understanding.
25 Teaching and learning facilities are insufficient
26 My classmates do not like learning
27 It is noisy outside when I listen to the tape
28 The audio quality is poor 19.0 14.3 17.1 23.6 26.0 100
29 The number of the students in the classes is too large
30 The class is always in disorder, which affects my performance in class
Table 4: Teaching and learning conditions
Instruments
To guarantee the accuracy of the information collected for the study, both quantitative and qualitative research methods were utilized, incorporating survey questionnaires for students and teachers, as well as informal interviews with educators.
The questionnaires were developed using the Likert scale model, incorporating insights from relevant research and my personal teaching experiences This format was utilized for both students and teachers to identify the factors that contribute to student demotivation during listening lessons.
Informal interviews were used for teachers All the questions in this interview focused on finding out teachers‟ opinions and their appropriate techniques to recover students‟ interest in listening lessons.
Data collection and data analysis
To gain data for the study, two survey questionnaires (appendix 2 and appendix
3) were administered to the participants A 30- item questionnaire was constructed based on demotivating factors used by Dornyei (1998), Falout& Maruyama (2004), Kim (2009) and Sakai and Kikuchi (2009) and the researcher‟s own investigation The items were designed to measure the four demotivating factors derived from previous studies: 1) course book-related factors, 2) learner-related factors, 3) teacher- related factors and 4) learning and teaching condition The participants were asked to respond to questions with choices ranging from strongly disagree, disagree, undecided, agree and strongly agree The participants were also asked to provide their background information such as name, age and the years of learning English
An informal interview was conducted at the Faculty of Foreign Languages or during break times between classes in the staff room for convenience Each interview lasted between 8 to 15 minutes and was conducted in Vietnamese.
To foster mutual understanding between teachers and interviewers, informal interview questionnaires were developed following Kikuchi's framework (2009) The first question explored teachers' perspectives on students' attitudes towards listening lessons, while the second addressed four identified demotivating factors The third question focused on the activities and techniques employed by teachers, and the final question sought solutions proposed by teachers to enhance student engagement in listening lessons.
The data were analyzed quantitatively through Likert scale to explore the main demotivating factors in listening lessons of the second year non-English major students at HaUI
The researcher consolidated and categorized the comments and perceptions of teachers and students from the questionnaires, converting the results into percentages for easier analysis.
Chapter 3: RESEARCH FINDINGS AND DISCUSSION 3.1 Data analysis and discussion of students‟ survey questionnaire
The findings are summarized in Tables 1 to 4, showcasing the percentage of responses across four key factors Positive responses, categorized as "agree" and "strongly agree," were utilized to identify the most significant demotivating factors and establish their rankings.
Statement 1, 2, 3, 4, 5, 6, 7, 8, 9 in the questionnaire asked about the students‟ opinions about the listening lessons in the course book
1 There are many new words and grammar structures in listening lessons
2 It is difficult to understand the content of listening material in the course book
3 The topics of listening lessons totally strange only some topics are familiar to your own knowledge
4 Listening texts in the course book are boring
5 Listening texts in the course book are long
6 The speaking speed of listening part is fast
7 The pronunciation in the listening part is difficult to listen and recognize words
8 Listening exercises are difficult and uninteresting
9 Time for listening lessons is not enough
20.5 15.6 23.7 18.8 21.4 100 1= strongly disagree, 2= disagree, 3=undecided, 4= agree, 5= strongly agree
Table 1: Listening comprehension section in the course book
In the listening lessons of the course book, participants identified item 8 (60.9%) as the most demotivating factor, indicating that challenging and uninteresting tasks hindered their motivation The second factor was item 1 (50.4%), where participants felt overwhelmed by the abundance of new vocabulary and grammar points in the listening sections Additionally, item 5 (48.1%) highlighted that lengthy listening texts contributed to their demotivation These findings suggest that the difficulty of listening tasks significantly affects students' engagement, necessitating the adaptation or redesign of tasks to align with students' proficiency levels Furthermore, teachers should implement effective pre-listening activities to help students grasp the material, especially when it contains numerous new words or complex grammar.
10 My English ability is not good enough to handle lesson‟s objectives
11 I have difficulty in memorizing words and phrases of words
12 I get lost in how to self-study for listening skill
14 I fail to answer the teacher‟s questions 16.9 21.2 19.1 22.2 20.6 100
15 I am not interested in listening lessons 23.5 16.2 9.7 30.6 20.2 100
Table 2: Student- related demotivating factors
Table 2 reveals that poor English proficiency is the leading demotivating factor for students, with 54.7% of participants identifying it as a significant issue Additionally, low test or exam scores contribute to student demotivation.
The analysis reveals that the second demotivating factor for students in listening classes was their lack of interest, with 52.5% identifying this issue Additionally, 50.8% cited low English proficiency as a significant barrier to their learning This deficiency manifested in a limited vocabulary, poor grammar translation skills, and inadequate listening comprehension, leading to consistently low scores As a result, students' intrinsic motivation to engage in listening activities diminished significantly.
16 Teacher‟s teaching style is boring 8.6 15.4 26.8 20.4 28.8 100
17 The speech of teaching is fast 11.7 14.2 32.5 21.7 19.9 100
18 Teacher‟s instructions and explanations are not clear and not easy to understand
19 Teacher rarely speaks English in class 22.5 21.6 15.2 23.1 17.6 100
20 Teacher‟s pronunciation of English is poor
21 Teacher is lack of care and enthusiasm 12.7 18.8 25.8 23.8 18.9 100
(appreciate high achievers, humiliate on low achievers)
23 Teacher is strict and inflexible 24.7 33.5 22.3 9.8 9.7 100
24 Teacher rarely uses teaching aids: handouts, pictures, computers, speakers, tapes, recorders, CD
Table 3: Teacher- related demotivating factors
Table 3 reveals that 49.2% of participants felt demotivated due to their teachers' boring teaching styles Additionally, 42.7% identified a lack of care and enthusiasm from teachers as a significant demotivating factor The third notable issue, indicated by 41.6% of respondents, further highlights the challenges in the educational environment.
A study involving 27 participants revealed that students' interest in listening lessons diminishes due to teachers' rapid speech This indicates that inadequate teaching competence and ineffective methods significantly impact students' learning experiences To enhance comprehension, teachers must reevaluate their lecture delivery styles Many students feel their vocabulary and understanding of structures are insufficient, making it challenging to follow along Therefore, it is essential for teachers to speak clearly and at a slower pace to facilitate better understanding among students.
25 Teaching and learning facilities are insufficient
26 My classmates do not like learning
27 It is noisy outside when I listen to the tape
28 The audio quality is poor 19.0 14.3 17.1 23.6 26.0 100
29 The number of the students in the classes is too large
30 The class is always in disorder, which affects my performance in class
Table 4: Teaching and learning conditions
Table 4 highlights the demotivating factors related to teaching and learning conditions, with 76.9% of participants identifying the large number of students in a class (item 29) as the most significant issue Following this, 57.2% noted classmates' negative attitudes towards learning English (item 26) as a demotivating factor, while item 28 pointed out that poor audio quality diminished motivation during listening lessons These findings indicate that a lack of a target language environment contributes to students' demotivation in listening, suggesting that educators should address these concerns to enhance the learning experience.
28 appropriate class size as well as create a favorable learning environment for students to study English
3.1.5 The demotivating items in rank order
1 Environment The number of the students in the classes is too large 76.9
2 Course book Listening tasks are difficult and uninteresting 60.9
3 Environment My classmates do not like learning English 57.2
4 Learner My English ability is not good enough to handle lesson‟s objectives
5 Learner I often get low marks 52.5
6 Learner I am not interested in listening lessons 50.8
7 Course book There are too many new words and grammar points in listening lessons
8 Environment The audio quality is poor 49.6
9 Teacher Teacher‟s teaching style is boring 49.2
10 Course book Listening texts in the course book are long 48.1
11 Learner I have difficulty in memorizing words and phrases of words
12 Learner I fail to answer the teacher‟s questions 42.8
13 Teacher Teacher is lack of care and enthusiasm 42.7
14 Teacher The speech of teaching is fast 41.6
15 Course book The pronunciation in the listening part is difficult to listen and recognize words
16 Teacher Teacher rarely speaks English in class 40.7
17 Couse book Time for listening lessons are not enough 40.2
18 Learner I get lost in how to self-study for listening skill 38.4
19 Teacher Teacher‟s instructions and explanations are not clear and not easy to understand
20 Teacher The speaking speed of listening part is fast 35.4
21 Course book Listening texts in the course book are boring 33.5
22 Teacher Teacher‟s pronunciation of English is poor 25.1
23 Teacher Teacher demonstrates favoritism (appreciate high achievers, humiliate on low achievers)
24 Course book It is difficult to understand the content of listening material in the course book
25 Teacher Teacher is strict and inflexible 19.5
26 Environment The class is always in disorder, which affects my performance in class
27 Course book The topics of listening lessons totally strange only some topics are familiar to your own knowledge
28 Teacher Teacher rarely uses teaching aids: handouts, pictures, computers, speakers, tapes, recorders, CD
29 Environment It is noisy outside when I listen to the tape 9.2
30 Environment Teaching and learning facilities are insufficient 3.8
Table 5: The Rank order of 30 items in 4 groups of demotivating factors
Teacher = teachers‟ personality and teaching style
Learner = learners‟ reduced motivation and interest
Course book = difficulty of listening parts in the course book
Environment = class, learning and teaching environment
PR is the percentage of the positive responses
Table 5 presents all 30 items of the demotivating factors in order Items in high ranks are categorized into four main groups of demotivating factors and discussed below
The study revealed that the primary demotivating factor for second-year non-English major students at HaUI in learning English listening skills was the large class size, with 76.9% of participants indicating this issue, as classes contained 50 to 55 students compared to only 30 in English major classes Additionally, 60.9% of learners expressed a dislike for learning English listening, citing a lack of relevance to their majors as a reason for their diminished interest Overall, the findings suggest that the combination of overcrowded classrooms and an unfavorable learning environment significantly contributed to the students' demotivation in learning English.
One significant demotivating factor, affecting 57.2% of learners, is the challenging nature of tasks in the course book Additionally, 50.4% of students find the abundance of new vocabulary and grammar points in listening lessons to be overwhelming, while 48.1% are discouraged by the lengthy duration of listening tasks.
Learners' motivation and interest in learning English listening skills are significantly hindered by several factors, including low English proficiency (54.7%), poor academic performance (52.5%), and a lack of self-confidence in each lesson (50.8%).
One significant factor contributing to students' demotivation in listening lessons is the teacher's approach Almost 50% of students expressed dissatisfaction with their teacher's boring teaching styles, highlighting a lack of care and enthusiasm in the classroom.
(item 13 with 42.7%), fast speech of teaching and low frequency of using English (item