EFL Learners’ Demotivation in Relation to their Willingness to Communicate and Oral Proficiency in Online Classes[Latin Thesis]

Maryam Bozorgian

Demotivating factors play a significant role in language learning process, since they might have a detrimental impact on learners' abilities. These factors have varying effects on learners' skills depending on the context. This study sought to examine the demotivating factors which affect learners’ performance in online classes. It also explored any possible relationship between demotivating factors, oral proficiency, and WTC. An ex post facto design was employed by drawing on one interview, two questionnaires, including demotivation and WTC, and a speaking proficiency test. In order to collect data, first, twelve EFL learners, selected through convenience sampling technique, participated in a fifteen-minute interview session. Subsequently, seventy EFL students completed the questionnaires and took the speaking proficiency test. The findings of the qualitative phase, using content analysis, demonstrated that technological issues, social presence, and anxiety are among the most important demotivating factors with the greatest impact on students’ performance. Furthermore, the findings of Pearson’s correlation indicated that there was a statistically significant relationship between demotivation, WTC, and oral proficiency. It was inferred that, as far as demotivating factors increased in online language classes, the participants’ willingness to communicate and also their oral proficiency decreased. This study has some implications for teachers, learners, and policy makers. As a final point, in the light of findings of the study, some suggestions for further research are provided in the last chapter of the study.