An Investigation into the Demotivating and Remotivating Factors among Iranian MA and PhD Exam Candidates of TEFL (Research Article)

Document Type : Research Paper


1 Associate Professor in Applied Linguistics, Department of English Language and Literature, Golestan University, Gorgan, Iran.

2 MA in TEFL, Department of English and Literature, University of Guilan, Rasht, Iran

3 PhD Candidate in TEFL, Department of English and Literature, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran



Learning outcomes will highly increase if barriers are identified and removed appropriately. Since demotivating factors can affect the learning process negatively, regaining the lost interest of learners leads to higher levels of academic achievement. Demotivation has been referred to as low motivation instead of being an independent concept on its own on the one hand, and the demotivating factors related to PhD exam candidates have not been taken into consideration so far on the other hand. As a result, this research attempted to examine both the demotivating and remotivating factors in the Iranian milieu, for which 100 MA and 78 PhD exam candidates from various universities took part in our study. The participants filled out a validated demotivating questionnaire for data collection, and 15 MA and 20 PhD participants participated in a semi-structured interview, encompassing five open-ended questions. The multivariate analysis of ANOVA depicted a significant difference between the most demotivating factor (economic problems) and the least demotivating one (curriculum decisions). Moreover, the data provided by the participants were analyzed to reduce the effect of these factors. Identifying the demotivating factors and trying to neutralize their negative effects by considering the remotivating options enables the policymakers to help the students move towards academic satisfaction which in the long run leads to their psychological well-being.


Main Subjects

Article Title [فارسی]

بررسی عوامل انگیزه زدا وانگیزه بخش در بین داوطلبان آزمون کارشناسی ارشد و دکتری آموزش زبان انگلیسی ایران

Authors [فارسی]

  • علی درخشان 1
  • محمد غفوری 2
  • مریم فریبی 3
1 دانشیار آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکده علوم انسانی و اجتماعی، دانشگاه گلستان، گرگان، ایران.
2 کارشناس ارشد آموزش زبان، گروه زبان و ادبیات انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه گیلان، ایران
3 دانشجوی دکترای آموزش زبان، گروه زبان و ادبیات انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه فردوسی، مشهد، ایران
Abstract [فارسی]

شناسایی و برطرف نمودن موثر موانع یادگیری منجر به افزایش بازدهی و عملکرد دانشجویان خواهد شد. تاثیر منفی عوامل انگیزه زدا در عملکرد و یادگیری افراد می‌تواند بواسطه‌ی عوامل انگیزه بخش به حداقل رسیده و خنثی شود. بررسی این دو طیف از عوامل در کنار یکدیگر مسئله ایست که در میان دانش آموختگان زبان‌انگلیسی در ایران کمتر به آن پرداخته شده است. در همین راستا تحقیق پیش رو می‌کوشد تا با شناسایی عوامل انگیزه زدا در میان داوطلبان آزمون ورودی مقطع ارشد و دکترای آموزش زبان در ایران گامی در جهت کاهش تاثیر این عوامل برداشته و اثرات مخرب آن را با ارائه ی فاکتورهای انگیزه بخش به حداقل برساند. بدین منظور 100 نفر از دانش آموختگان کارشناسی و 78 نفر از فارغ التحصیلان کارشناسی ارشد که داوطلب شرکت در آزمون‌های ورودی مقطع کارشناسی ارشد و دکترای آموزش زبان بودند در تحقیق حاضر شرکت کردند. نتایج حاصل از تحلیل دیتای بدست آمده از پرسشنامه و مصاحبه در خصوص عوامل انگیزه زدا و انگیزه بخش نشان می‌دهد که مشکلات اقتصادی در صدر معضلاتی است که دانشجویان زبان با آن دست و پنجه نرم می‌کنند. شناسایی و برطرف نمودن این عوامل گامی مثبت در جهت سوق دادن دانشجویان به سمت دستیابی به رضایت تحصیلی‌شان خواهد بود.

Keywords [فارسی]

  • انگیزه
  • عوامل انگیزه زدا
  • عوامل انگیزه بخشی دوباره
  • داوطلبان آزمون کارشناسی ارشد زبان انگلیسی
  • داوطلبان آزمون دکتری زبان انگلیسی
  • روانشناسی مثبت گرا
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