2025/11/03 by Manoochehrzadeh, Mehdi
#Demotivation #EFL learners #Puzzle-Based Instruction #motivation
paper · doi:10.57647/jntell.2025.si-07
The present study aimed to explore the factors that demotivate postgraduate students in learning English. Specifically, it investigated differences in demotivation levels and related factors among Iranian EFL students pursuing M.A. and Ph.D. degrees in Teaching English as a Foreign Language (TEFL). To this end, 30 postgraduate TEFL learners participated in the study by completing a demotivation questionnaire designed by Sakai and Kikuchi (2009). The collected data were analyzed through descriptive statistics and the Mann-Whitney U test. The findings revealed a significant difference in demotivation levels between M.A. and Ph.D. students. Moreover, the study identified several prominent demotivating factors within the Iranian EFL context, including unsuitable course materials, inadequate educational facilities, test-related pressures, non-communicative teaching methods, and teachers' competence and teaching styles. These findings offer valuable implications for language teachers, materials developers, and teacher trainers, contributing to a deeper understanding of motivational challenges and providing insights for enhancing learning outcomes in EFL settings