[1] Afrough, T.; Rahimi, M.; & Zarafshan, M. (2014).
Foreign Language Learning Demotivation: A Construct Validation Study. Procedia – Social and Behavioral Sciences 136, 49–53. <
https://bit.ly/2zOXGod>
[2] Akay, C. (2017).
Turkish High School Students' English Demotivation and Their Seeking for Remotivation: A Mixed Method Research. Canadian Center of Science and Education, 10 (8), 107–122.
| DOI 10.5539/elt.v10n8p107>
[3] Akita, Y. (2017).
Motivational and perception changes in learning Japanese in Brunei Darussalam. Border crossing, 7 (2), 249–262. <
https://bit.ly/2E8SUVJ>
[4] Aladdin, A. (2013).
Demotivating factors in the Arabic language classroom: What demotivates non-Muslim Malaysian learners when it comes to learning Arabic?. Procedia – Social and Behavioral Sciences, 93, 1652–1657.
| DOI 10.1016/j.sbspro.2013.10.096>
[5] Albalawi, F.H. (2017).
L2 Demotivation among Saudi Learners of English: The Role of the Language Learning Mindsets. Tesis doctoral, University of Nottingham. <
https://bit.ly/2SCoFum>
[7] Al-Khasawneh, F. M. (2017).
Demotivating Factors Affecting EFL Learning of Saudi Undergraduate Students. International Journal of Language Education and Applied Linguistics (IJLEAL), 6, 25–34. <
https://bit.ly/2BXJGtY>
[8] Amador, L. (2018).
Motivators and Demotivators of Dominican Immigrant High School ESL Students in Puerto Rico. Tesis doctoral, Walden University, Estados Unidos. <
https://bit.ly/2rAbPBr>
[9] Amamori, M. (2012).
Demotivation to learn English among university students in Finland. Trabajo de fin de máster, University of Jyväskylä, Finlandia. <
https://bit.ly/2L2JIDD>
[10] Aquino, A. C. et alii (2016).
Demotivating factors in learning the English language. Trabajo presentado en DLSU Research Congress, De La Salle University, Manila, Filipinas, 7–9 de marzo de 2016. <
https://bit.ly/2UmFgUu>
[11] Arai, K. (2004). What 'demotivates' language learners? Qualitative study on demotivational factors and learners' reactions. Toyo Gakuen Daigaku Kiyo, 12, 39–47.
[12] Arefinezhad, H.; & Golaghaei, N. (2014).
Investigating EFL Learners' attitudes towards demotivating factors in vocabulary learning: a mixed method study. International Journal of Language Learning and Applied Linguistics World, 7 (1), 179–197. <
https://bit.ly/2zQll7K>
[13] Atkinson, J.; & Raynor, J. (Eds.) (1974). Motivation and achievement. Washington: Winston & Sons.
[14] Azpiroz, M. C. (2013).
El estudiante chino de español como lengua extranjera (ELE). Diálogo entre la cultura china y el contexto educativo. Cuadernos de Investigación Educativa, 4, 19, 39–52. |
DOI 10.18861/cied.2013.4.19.25
[15] Baba Khouya, Y. (2018).
Students Demotivating Factors in the EFL classroom: The Case of Morocco. Advances in Language and Literary Studies, 9, 2, 150–159. <
https://bit.ly/2zNi5Km>
[16] Baldauf, R.; Kaplan, R.B.; Kamwangamalu, N.; & Bryant, P. (2011). Success or failure of primary/second foreign language programmes in Asia: what do the data tell us? Current issues in Language Planning, 12 (2), 309–323.
[17] Bandura, A. (1997). Self-efficacy: The exercise of control. Nueva York: Freeman.
[18] Bednářová, N. (2011).
Demotivating Influences for Learning English among Students on Lower Stages of 8-year Grammar School. Trabajo de fin de grado, Universidad de Masaryk, Brno, República Checa. <
https://bit.ly/2SyGElb>
[19] Boonchuayrod, P.; & Getkham, K. (2018).
Why Were English Major Students Demotivated in English Language Learning? International Journal of Management and Applied Science, 4, (3), 51–55. <
https://bit.ly/2ElEOkx>
[20] Bunyamethi, J. (2018).
Los factores desmotivadores en los alumnos tailandeses para el aprendizaje de español como lengua extranjera. Monográfico de SinoELE, 17, 188–202. <
https://bit.ly/2SyDEFq>
[21] Burden, P. (2015). Demotivation, amotivation or overmotivation? An Action research project investigating antecedent attitudes to English among Japanese university students. Journal of Okayama Shoka University, 51, 1, 81–116.
[22] Çankaya, P. (2018).
Demotivation Factors in Foreign Language Learning. Journal of Foreign Language Education and Technology, 3(1), 1–17. <
https://bit.ly/2PmsvFT>
[25] Consejo de la Unión Europea (2008).
Resolución del Consejo de 21 de noviembre de 2008 relativa a una estrategia europea en favor del multilingüismo. <
https://bit.ly/2QIbgn9>
[26] Covington, M. V. (1998). The will to learn. A guide for motivating Young People. Cambridge: Cambridge University Press.
[27] Christophel, D.; & Gorham, J. (1995).
A test-retest analysis of student motivation, teacher immediacy and perceived sources of motivation and demotivation in college classes. Communication Education, 44, 292–306. |
DOI 10.1080/03634529509379020
[28] Decy, E.; & Richard, R. (1985). Intrinsic motivation and self-determination in human behavior. Nueva York: Plenum.
[29] Department of Education and Skills (2017).
Languages connect Ireland's strategy for foreign languages in education 2017–2026. Dublin: Department of Education and Skills. <
https://bit.ly/2iNt7tK>
[30] Department of Education of the Republic of Philippines (2012).
Special Program in Foreign Language (SPFL). <
https://bit.ly/2GfKMWe>
[32] Dörnyei, Z. (2001). Teaching and Researching Motivation. Nueva York: Pearson Education.
[33] Dörnyei, Z. (2009). The L2 motivational selfsystem. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self. Clevedon: Multilingual Matters.
[34] Dörnyei, Z.; & Ryan, S. (2015). The Psychology of the Language Learner Revisited. Nueva York: Routledge.
[35] Dörnyei, Z.; MacIntyre, P.; & Alastair, H. (2015). Applying complex dynamic systems principles to empirical research on L2 motivation. In Z. Dörnyei, P. MacIntyre, & H. Alastair (Eds.), Motivational Dynamics in Language Learning (pp. 1–10). Bristol: Multilingual Matters.
[36] Erdoğan, E.; & Tunaz, M. (2012).
Determining External and Internal Demotivating Factors among Young Learners at Pozantı Regional Primary Boarding School. Frontiers of Language and Teaching, 3, 147–160. <
https://bit.ly/2rAfzTv>
[38] Falout, J.; & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The language teacher, 28 (8), 3–9.
[39] Falout, J.; & Falout, M. (2005). The other side of motivation: Learner demotivation. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.), JALT2004. Conference proceedings. Tokio: JALT.
[40] Falout, J. (2012). Coping with demotivation: EFL learners' remotivation processes. The Electronic Journal for Teaching English as a Foreign Language, 13 (3), 1–29.
[41] Fauzi, N. (2014).
Demotivation in learning English among pre-university students in the ESL classroom. Trabajo de fin de máster, Universidad Teknologi MARA, Malasia. <
https://bit.ly/2BYvHUB>
[42] Fujikawa, M. (2013). The most influential factors affecting the motivation and demotivation of Japanese university students studying English. Studies in British & American literature, 48, 65–32.
[43] Gardner, R.; & Lambert, W.E. (1972). Attitudes and motivation in Second Language Learning. Rowley: Newbury House.
[44] Gardner, R. (1985). Social psychology and second language learning: the role of attitude and motivation. London: Edward Arnold.
[45] Gentry, M.; Gable, R. K.; & Rizza, M. G. (2002).
Students perceptions of classroom activities: are there grade-level and gender differences. Journal of Educational Psychology, 94, 539–544. |
DOI 10.1037/0022-0663.94.3.539
[47] Ghonsooly, B.; Hassazandeh, T.; Samavarchi, L.; & Hamedi, S. (2017).
A mixed-methods approach to demotivating factors among Iranian EFL learners. Issues in Educational Research, 27(3), 417–434. <
https://bit.ly/2RKppxc>
[48] Gottlieb, N. (2011).
Japan: Language Policy and Planning in Transition. Current Issues in Language Planning, 9 (1), 1–68. |
DOI 10.2167/cilp116.0
[49] Gulnaz, F.; Ahmad, A.; & Mandouh, S. Y. (2015).
An exploration of the demotivational factors affecting teaching and learning of English as a foreign language of EFL learners in Gulf countries. International Journal of Social Sciences People, 2 (1), 17–32. <
https://bit.ly/2Synjkf>
[50] Hamada, Y.; & Grafström, B. (2014).
Demotivating factors in learning Japanese as a foreign language. 秋田大学教育基礎教育研究年報, 9–14. <
https://bit.ly/2Utm8Ez>
[51] Hamada, Y.; & Kito, K. (2008).
Demotivation in Japanese high schools. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo: JALT, 168–178. <
https://bit.ly/2L4ueyX>
[52] Hasegawa, A. (2004). Student demotivation in the Foreign Language Classroom. Takushoku Language Studies, 107, 119–136.
[53] Heidari Soureshjani, K.; & Riahipour, P. (2012).
Demotivating Factors on English Speaking Skill: A Study of EFL Language Learners and Teachers' Attitudes. World Applied Sciences Journal, 17 (3), 327–339. <
https://bit.ly/2QisLuO>
[54] Hirvonen, M. (2010).
Demotivation in learning English among immigrant pupils in the ninth grade of comprehensive school. Trabajo de fin de grado, University of Jyväskylä, Finlandia. <
https://bit.ly/2zPtqcP>
[55] Hiver, P. (2015). Attractor states. In Z. Dörnyei, P. MacIntyre, & H. Alastair (Eds.), Motivational Dynamics in Language Learning. Bristol: Multilingual Matters.
[56] Hosseini, S. A.; & Jafari, S. M. (2014).
Possible demotivating factors for secondary school students. International Journal of Language Learning and Applied Linguistics World, 5(3), 188–201. <
https://bit.ly/2QJ4QUG>
[57] Hu, R. J. S. (2011). The relationship between demotivation and EFL Learners' English Language Proficiency. English Language Teaching, 4 (4), 88–96.
[58] Hu, Y. (2007).
China's foreign language policy on primary English education: What's behind it? Language Policy, 6 (3–4), 359–376. |
DOI 10.1007/s10993-007-9052-9
[59] Hunealt, C. (2009).
Estrategias motivacionales en el aula de ELE. Tinkuy, 11, 145–165. <
https://bit.ly/2SyPEXx>
[61] Janedizadeh, S.; Ghanizadeh, A.; & Ghonsooly, B. (2016).
The role of EFL learners' demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout. Asian-Pacific Journal of Second and Foreign, 1:16.
| DOI 10.1186/s40862–016–0021–8>
[62] Jung, S. K. (2011).
Demotivating and Remotivating Factors in Learning English: A Case of Low-Level College Students. English Teaching, 66 (2), 47–72. |
DOI 10.15858/engtea.66.2.201106.47
[63] Kaivanpanah, S.; & Ghasemi, Z. (2011). An investigation into Sources of demotivation in second language learning. Iranian Journal of Applied Linguistics, 14 (2), 89–110.
[64] Kaplan, R. B.; Baldauf Jr.; Richard B.; & Kamwangamalu, N. (2011).
Why educational language plans sometimes fail. Current issues in Language planning, 12 (2), 105–124. |
DOI 10.1080/14664208.2011.591716
[65] Keblawi, F. (2005).
Demotivation among Arab learners of English as a foreign language. In M. Singhal, & J. Liontas (Eds.), Proceedings of the second international online conference on second and foreign language teaching and research. The reading matrix. United States. <
https://bit.ly/2SyYG6Y>
[66] Kikuchi, K.; & Sakai, H. (2009).
Japanese Learner's demotivation to Study English: a Survey study. JALT Journal, 31 (2), 183–203. <
https://bit.ly/2G5oeHt>
[67] Kikuchi, K. (2015). Demotivation in Second Language Acquisition. Insights from Japan. Bristol: Multilingual Matters.
[68] Kim, T. Y.; & Seo, H. (2012).
Elementary School Students Foreign Language Learning Demotivation A Mixed Methods Study of Korean EFL Context. The Asia-Pacific Education Researcher, 21 (1), 160–171. Disponible en web:
https://bit.ly/2B4WeOe
[69] Kim, Y. K.; & Kim, T.Y. (2013). English learning demotivation studies in the EFL contexts: State of the Art. Modern English Education, 14 (1), 77–101.
[71] Kim, T. Y.; & Kim, Y. K. (2015).
Elderly Korean Learners' participation in English Learning through lifelong education: Focusing on motivation and demotivation. Educational Gerontology, 41, 120–135. |
DOI 10.1080/03601277.2014.929345
[72] Kim, T. Y.; & Kim, Y. (2016). EFL Learning demotivation in Korean Context: similarities and differences across schools' levels. English language & Literature Teaching, 22 (1), 135–156.
[73] Kim, T. Y.; Kim, Y.; & Kim, J. Y. (2017).
Structural relationship between L2 learning (de)motivation, resilience, and L2 proficiency among Korean College students. The Asia-Pacific Education Researcher, 26 (6), 397–406. |
DOI 10.1007/s40299-017-0358-x
[74] Krishnan, S. D.; & Pathan, H. (2013).
Investigating Demotivation in Learning English: An Extension to Sakai and Kikuchi's (2009) Framework. International Journal of English Linguistics, 7 (2), 124–131.
| DOI 10.7575/aiac.alls.v.4n.2p.124>
[75] Li, L.; & Zhou, C. (2013).
Different faces of Demotivation: A comparative study on Chinese and Korean college EFL Learners' demotivators. Journal of Applied Sciences, 13, 800–809.
| DOI 10.3923/jas.2013.800.809
[76] Macasová, H. (2014).
Demotivation among English Language Students and How to Face it. Trabajo de fin de grado, Charles University in Prague, República Checa. <
https://bit.ly/2L2JT1G>
[77] Mahen, A.; & Pathan, Z. (2017).
Exploring Factors Causing Demotivation and Motivation in Learning English Language among College Students of Quetta, Pakistan. International Journal of English Linguistics, 7 (2), 81–89.
| DOI 10.5539/ijel.v7n2p81
[78] Marins de Andrade, P. R. (2010).
Estrategias de aprendizaje y desarrollo de la motivación: un estudio empírico con estudiantes de E/LE brasileños. Porta Linguarum, 14, 141–160. <
https://bit.ly/2Us8PnF>
[79] Marins de Andrade, P. R.; & Guijarro Ojeda, J. R. (2010). Afectividad y competencia existencial en estudiantes de español como lengua extranjera en Brasil. Revista de Lingüística Teórica y Aplicada, 48 (1), 51–74.
[80] McClelland, N. (2000). Goal Orientations. In Japanese College Students Learning EFL. In S. Cornwell, & P. Robinson (Eds.), Individual differences in foreign language learning: Effects of aptitude, intelligence and motivation. Tokio: Aoyama Gakuin University Press.
[81] Méndez Santos, M. C. (2018a). Gestión de dinámicas de grupos en la enseñanza de ELE a adultos en contextos de instrucción formal: una pieza más del complejo fenómeno del aprendizaje. Foro de Profesores de ELE, 14, 175–183.
[82] Méndez Santos, M. C. (2018b).
Gestión de dinámicas de grupos en la enseñanza de ELE a adultos en contextos de instrucción formal: una pieza más del complejo fenómeno del aprendizaje. Revista Internacional de Lenguas Extranjeras, 9, 31–54. |
DOI 10.17345/rile9.31-54
[83] Mendoza Puertas, J. D. (2017). Estudiantes coreanos de español y renuencia a hablar en clase. ¿Realidad o mito? Porta Linguarum, 28, 152–170.
[84] Meshkat, M.; & Hassani, M. (2012).
Demotivating factors in learning English: the case of Iran". Procedia Social and Behavioural Sciences, 3, 745–749. <
https://bit.ly/2BYtF6V>
[85] Midgley, C.; Kaplan, A.; Middleton, M.; Maehr, M. L.; Urdan, T.; Anderman, L. H.; Anderman, E.; & Roeser, R. (1998).
The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23(2), 113–31. |
DOI 10.1006/ceps.1998.0965
[86] Muhonen, J. (2004).
Second language demotivation: Factors that discourage pupils from learning the English language. Trabajo de fin de grado, University of Jyvaskyla, Finlandia. <
https://bit.ly/2L54zpU>
[87] Muñoz Sanz, C. (2015).
El alumno japonés en el aula de ELE: cómo lograr una comunicación eficaz. In Y. Morimoto, M. V. Pavón Lucero, & R. Santamaría Martínez, (eds.), La enseñanza de ELE centrada en el alumno (pp. 681–690). Madrid: ASELE. <
https://bit.ly/2E7FyZO>
[88] Nguyen, H. B.; & Thi Pham, V. T. (2017).
English-major students' perceptions of demotivating factors in learning reading. International Journal of advanced research, 5 (8), 200–207. <
https://bit.ly/2BX75LS> |
DOI 10.21474/IJAR01/5051
[89] Ohata, K. (2018).
The Impact of Learner Demotivation: Retrospective Accounts of Japanese EFL Learners. Departmental Bulletin Paper. 1–21. <
https://bit.ly/2rpzdBn>
[90] Parente, M. C.; & Pereira da Silva Schneider, M. S. (2013).
A motivação e/ou a desmotivação na aula de língua inglesa dos alunos do 9° ano: um estudo de caso. Anais do SILEL, 3 (1), 1–13. <
https://bit.ly/2rrAA2v>
[91] Quadir, M. (2017).
Let us Listen to Our Students: An analysis of Demotivation to Study English in Bangladesh. The English teacher, 46 (3), 128–141. <
https://bit.ly/2B3mKI4>
[92] Rajavi, B.; & Hosseini Pozveh, S.M. (2016).
A Quantitative Analysis of Demotivating Factors for Iranian Intermediate High School EFL Learners. Mediterranean Journal of Social Sciences, 7 (5), 124–131.
| DOI 10.5901/mjss.2016.v7n5p124>
[93] Rastegar, M.; Akbarzadeh, M.; & Heidari, N. (2012). The darker side of motivation: Demotivation and its relation with two variables of Anxiety among Iranian Learners. International Scholarly Research Network, ISRN Education, 1–8.
[94] Ryan, S. (2013). Motivation. In M. Byram, & A. Hu (Eds.), Routdlege Encyclopedia of Language Teaching and Learning. Londres: Routledge.
[95] Schaufeli, W. B.; Martínez, I.; Pinto, A. M.; Salanova, M.; & Bakker, A. B. (2002).
Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. |
DOI 10.1177/0022022102033005003
[96] Sharififar, M.; & Akbarzadeh, M. (2011). An analysis of Demotivators in English classes for Iranian university students. Iranian EFL Journal, 7 (2), 28–40.
[97] Shu-Chen, H. (2012).
Pushing learners to work through tests and marks: Motivating or demotivating? A case in a Taiwanese University. Language Assessment Quaterly, 9 (1), 60–77. |
DOI 10.1080/15434303.2010.510898
[98] Song, B.; & Kim, T. Y. (2017).
The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65, 90–103. |
DOI 10.1016/j.system.2016.12.010
[100] Trang, T. T. T.; & Baldauf, R. Jr. (2007). Demotivation: Understanding Resistance to English Language Learning – The Case of Vietnamese Students. The Journal of Asia TEFL, 4 (1), 79–105.
[101] Tsuchiya, M. (2004a). Nihonjin daigakuseino eigogakushuuheno demotivation (Japanese university students' demotivation to study English). The Chugoku Academic Society of English Language Education Kenkyukiyo, 34, 57–66.
[102] Tsuchiya, M. (2004b). Factors in demotivation concerning learning English: A preliminary study of Japanese university students. The Kyushu Academic Society of English Language Education (KASELE), 32, 39–46.
[103] Tsuchiya, M. (2006a). Factors in demotivation of lower proficiency English learners at college. The Kyushu Academic Society of English Language Education (KASELE), 34, 87–96.
[104] Tsuchiya, M. (2006b). Profiling of lower achievement English learners at college in terms of demotivating factors. Annual Review of English Language Education in Japan (ARELE), 17, 171–180.
[105] Vallerand, R.; Briere, N.; Pelletier, L. & Senecal, C. (2012).
The academic motivation scale: A measure of intrinsic, extrinsic and amotivation in education. Educational and psychological measurement, 52, 1003–1017. |
DOI 10.1177/0013164492052004025
[106] Warrington, S. (2005). The Passivity / Demotivation Inventory, Center for English language education: Asia University.
[107] Warrington, S.; & Jeffrey, D. (2015).
A Rationale for Passivity and De-Motivation Revealed: An Interpretation of Inventory Results Among Freshman English Students. Journal of Language and Learning, 3 (2), 312–335. <
https://bit.ly/2QF59jq>
[108] Weiner, B. (1992). Human motivation: Metaphors, Theories and Research. Newbury Park: Sage.
[109] Williams, M.; & Burden, R. (1997). Psychology for Language teachers. Cambridge: Cambridge University Press.
[110] Xuezheng, J. (2014).
Investigation of Learner Demotivation in English Learning in Chinese College. International Journal on Studies in English Language and Literature (IJSELL), 2 (12), 39–45. <
https://bit.ly/2EmokbQ>
[111] Zach, C. (2016).
The Role of (De)motivational Factors in the Context of Learning. English in South Korea. Tesis doctoral no publicada. Stellenbosch University, Sudáfrica. <
https://scholar.sun.ac.za>