Zhou Wenjing, Jawing Esther, Atin Veronica Petrus, Deng Xiaoqi, Zeng Sufang, Zhan Yan
School of Foreign Languages, Jiangxi Agricultural University, Nanchang, China; Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Malaysia.
Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Malaysia.
Acta Psychol (Amst). 2025 Aug;258:105202. doi: 10.1016/j.actpsy.2025.105202. Epub 2025 Jun 23.
This study analysed the demotivating factors perceived by English as a foreign language (EFL) learners across different levels of English proficiency in a blended learning context. The analysis was conducted through a questionnaire survey undertaken by 649 EFL sophomore students with varied majors from a university in mid-east China. Cronbach's alpha reliability coefficients were calculated to evaluate the internal consistency of the questionnaire items, and principal component factor analysis was performed to explore the structural validity of the questionnaire. Descriptive statistics were employed to illustrate the profiles of the questionnaire items and the demotivating factors. An analysis of variance (ANOVA) and post-hoc multi-comparison analysis were utilised to determine whether significant differences existed among learners at different English proficiency levels regarding the demotivating factors and to determine the differences. Results revealed that an inappropriate learning environment was the greatest contributor to learners' demotivation, while loss of task value was considered the least demotivating. Moreover, low-proficiency learners were more likely to be demotivated by internal factors than high-proficiency learners, whereas high-proficient learners were more inclined to attribute their demotivation to internal factors. It is implicated that EFL educators should strategically diversify instructional content and pedagogical approaches to maintain learner immersion within blended educational settings, and that different strategies ought to be employed to enhance learning motivation for low proficient and high proficient EFL learners.
本研究分析了在混合学习环境中，不同英语水平的外语学习者（EFL）所感知到的消极因素。该分析通过对来自中国中部一所大学的649名不同专业的大二外语学生进行问卷调查来进行。计算了克朗巴哈系数（Cronbach's alpha）可靠性系数，以评估问卷项目的内部一致性，并进行主成分因子分析，以探索问卷的结构效度。采用描述性统计来说明问卷项目和消极因素的概况。利用方差分析（ANOVA）和事后多重比较分析，以确定不同英语水平的学习者在消极因素方面是否存在显著差异，并确定差异所在。结果显示，不适当的学习环境是导致学习者消极的最大因素，而任务价值丧失被认为是最不导致消极的因素。此外，低水平学习者比高水平学习者更容易受到内部因素的消极影响，而高水平学习者更倾向于将他们的消极归因于内部因素。这意味着外语教育工作者应从策略上使教学内容和教学方法多样化，以保持学习者在混合教育环境中的沉浸感，并且应该采用不同的策略来提高低水平和高水平外语学习者的学习动机。
