2025/01/01 by Saïdou TIENDREBEOGO, Yacouba BAMOGO & Moses Kwadwo KAMBOU
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #Multilingual Education and Policy #Educational Environments and Student Outcomes
paper · doi:10.48734/akofena.n018.vol.3.12.2025
Abstract: This study investigates the factors that demotivate Secondary School students in learning English as a Foreign Language (EFL) in Komsilga, Burkina Faso. In a context where English has a compulsory status but limited use outside the classroom context, students’ motivation is not only a critical but an under-researched issue. Adopting a quantitative approach, data were collected through a 26-item questionnaire from 94 Secondary School students. The findings reveal that the most significant demotivating factors are related to students’ personalities and peers’ attitudes (42.92%), followed by a lack of adequate teaching materials (17.12%), classroom environment (16.25%), and teachers’ attitudes (15.04%). The study concludes that students’ demotivation is a multi-faceted issue, deeply embedded in the socio-educational context. The implications of the study call for pedagogical interventions that foster positive peer interactions, provide culturally relevant materials, and enhance teachers’ training to create a more supportive learning atmosphere Keywords: Demotivation, EFL Learning, Classroom Environment, motivation, teaching-learning.