期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2014
卷号：3
期号：5
页码：22-27
DOI：10.7575/aiac.ijalel.v.3n.5p.22
出版社：Australian International Academic Centre PTY. LTD.
摘要：In the present study, attempts were made to investigate and contrast the demotivating factors in English classes from the viewpoint of ESP students at different proficiency levels. To this end, 134 ESP students were chosen from Islamic Azad University, Karaj Branch. Based on the scores obtained from Oxford Placement Test, the sample was divided into two groups, i.e. the intermediate level of proficiency students ( n =60) and the elementary level of proficiency students ( n =74). The data required for the study were collected by means of a demotivating factors questionnaire. The data collected were analyzed using the Minitab statistical package version 16. Results revealed that there were no significant differences among the demotivating factors perceived across the groups. From the viewpoint of both groups, teachers’ attitude and personality, their teaching methods, and the weakness of students in English vocabulary were among the highest frequency mentioned demotivating factors.
其他摘要：In the present study, attempts were made to investigate and contrast the demotivating factors in English classes from the viewpoint of ESP students at different proficiency levels. To this end, 134 ESP students were chosen from Islamic Azad University, Karaj Branch. Based on the scores obtained from Oxford Placement Test, the sample was divided into two groups, i.e. the intermediate level of proficiency students ( n =60) and the elementary level of proficiency students ( n =74). The data required for the study were collected by means of a demotivating factors questionnaire. The data collected were analyzed using the Minitab statistical package version 16. Results revealed that there were no significant differences among the demotivating factors perceived across the groups. From the viewpoint of both groups, teachers’ attitude and personality, their teaching methods, and the weakness of students in English vocabulary were among the highest frequency mentioned demotivating factors.
