10.57647/JNTELL.2025.si-07

Coming to Grips with Demotivating Factors for Postgraduate Student:  Learning English in Focus

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  • Mehdi Manoochehrzadeh*1,
  1. Zerodale Inc. Centre for Research in Entrepreneurship Education and Development, Toronto, Canada

Received: 2025-07-10

Revised: 2025-08-17

Accepted: 2025-09-06

Published in Issue 2025-10-19

Copyright (c) 2025 Mehdi Manoochehrzadeh (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Manoochehrzadeh, M. (2025). Coming to Grips with Demotivating Factors for Postgraduate Student:  Learning English in Focus. Journal of New Trends in English Language Learning (JNTELL), 4. https://doi.org/10.57647/JNTELL.2025.si-07
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Abstract

The present study aimed to explore the factors that demotivate postgraduate students in learning English. Specifically, it investigated differences in demotivation levels and related factors among Iranian EFL students pursuing M.A. and Ph.D. degrees in Teaching English as a Foreign Language (TEFL). To this end, 30 postgraduate TEFL learners participated in the study by completing a demotivation questionnaire designed by Sakai and Kikuchi (2009). The collected data were analyzed through descriptive statistics and the Mann-Whitney U test. The findings revealed a significant difference in demotivation levels between M.A. and Ph.D. students. Moreover, the study identified several prominent demotivating factors within the Iranian EFL context, including unsuitable course materials, inadequate educational facilities, test-related pressures, non-communicative teaching methods, and teachers' competence and teaching styles. These findings offer valuable implications for language teachers, materials developers, and teacher trainers, contributing to a deeper understanding of motivational challenges and providing insights for enhancing learning outcomes in EFL settings

Keywords

  • Demotivation,
  • EFL learners,
  • Puzzle-Based Instruction,
  • motivation
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