Demotivating Factors in English Language Learning Among Non-Philological Students and Re-Motivation Strategies
DOI:
https://doi.org/10.55640/jsshrf-06-06-15Keywords:
Demotivation, non-philological students, self-efficacyAbstract
The article analyses major demotivating factors in English language learning among non-philological university students and proposes a context-sensitive re-motivation framework. Demotivation is interpreted as a dynamic reduction of previously existing willingness to learn rather than a simple absence of motivation. An analytical synthesis of international, Russian-language and Uzbekistan-based studies identifies five clusters: perceived professional irrelevance, reduced self-efficacy and anxiety, teacher/instructional factors, assessment-related failure, and learning-environment or workload constraints. A five-stage re-motivation cycle - diagnosis, relevance reconstruction, attainable success, autonomy-supportive engagement and reflective consolidation - is proposed for non-philological EFL courses.
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