A Comparative Analysis of Preparatory School Learners’ Demotivating Factors Towards Learning Languages
A Comparative Analysis of Preparatory School Learners’ Demotivating Factors Towards Learning Languages

Summary/Abstract: In language classes, demotivation has been a significant and frequently discussed topic since demotivation can harm learners’ attitudes, behaviours and classroom dynamics. By examining similarities and differences from a comparative standpoint, this paper investigates the elements that demotivate students’ learning of English and Arabic. 154 university students studying Arabic and English were given a demotivating factor questionnaire. Sixteen students were also interviewed as complementary data. Content analysis was used to examine the data from the recorded and transcribed interviews. The findings also revealed that the construct of demotivation among preparatory school students is multifaceted. While English learners seem more influenced by pedagogical practices and learning environments, language-specific difficulties and inadequate instructional support primarily pose challenges for Arabic learners. Finally, some suggestions were made to deepen the understanding of the problem and raise the standard of language education in a foreign-language context.

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