What is it about?
The article, “Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks in a Preparatory Year Programme”, explores what discourages Saudi university students studying English as a Foreign Language (EFL) in preparatory programs. It compares two groups: students on the Arts Track, who often pursue degrees taught in Arabic, and students on the Science Track, who usually continue in English-medium fields. Key Findings: (1) Main Demotivators: -Test Performance and Failure: Both Arts and Science students felt demotivated by poor test results and past experiences of failure. -Classroom Environment and Characteristics: The setup, resources, and dynamics of the class impacted motivation, with issues such as lack of interaction and unfavorable seating arrangements. -Teaching Style and Teacher Competency: Arts students especially struggled with traditional teaching methods that did not cater to diverse learning needs, while Science students were more comfortable with their instruction. (2) Emerging Themes: In addition to predefined factors, other demotivators surfaced: -Confidence and Language Difficulties: Students who lacked confidence and faced challenges with grammar, vocabulary, or pronunciation found learning particularly tough. -Peer and Family Pressure: Comparisons with classmates or high family expectations added stress. (3) Differences Between Tracks: -Intrinsic Motivation: Science Track students generally showed more motivation, likely due to the perceived importance of English in their future studies. -Teaching Style Preferences: Arts students showed more frustration with teacher-centered approaches, indicating a need for more engaging and modern teaching methods.
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Why is it important?
This study highlights the importance of adapting teaching methods to students’ needs, especially for those who may not see English as directly relevant to their goals. Teachers are encouraged to create supportive environments that help all students, particularly those in the Arts Track, build confidence and engage meaningfully with English.
Perspectives
Reflecting on the study of demotivating factors for Saudi EFL learners, I appreciate how it sheds light on the specific challenges faced by students in both arts and science tracks. The study’s focus on barriers like low confidence, limited classroom interaction, and the pressure from test results resonates deeply, as these factors often undermine students’ motivation to learn English. By identifying these obstacles, the research emphasizes the need for a supportive learning environment that considers students' backgrounds and tracks, which could be instrumental in sustaining their language motivation and engagement.
Dr Zilal Meccawy
King Abdulaziz University
Read the Original
This page is a summary of: Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks Preparatory Year Programme Students, English Language Teaching, August 2023, Canadian Center of Science and Education,
DOI: 10.5539/elt.v16n9p113.
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