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Demotivating Factors Affecting Gender  in the English Classrooms

Demotivating Factors Affecting Gender  in the English Classrooms

Thamer Kalfut


Very few studies in Saudi Arabia have addressed demotivating factors in the English classrooms and the results of these studies are sometimes reporting different problems being encountered by male and female students. Al-Nofaie (2010) found female students were motivated because teachers used Arabic to teach English in the classroom. However, Ahmad (2015) found that males were demotivated because teachers used Arabic in the classroom. Thus, by using a survey quantitative method design, the current study aims to fill this current gap through the combining of both male and female students’ perspectives into one study based on Dornyei (2001a) examination of demotivating factors. This researcher hypothesized that Saudi male and female students faced different demotivational factors when learning English within a classroom setting. The participants completed the questionnaire on the Internet. Five demotivating factors were investigated: (a) unclear teacher instructions, (b) bad teacher personality, (c) English anxiety, (d) improper university facility, and (e) improper teaching materials. The results revealed that female students had a higher anxiety level about learning English than did male students. Also, the Ministry of Education in Saudi Arabia should take appropriate actions, such as modification of education policy and curriculum, with regards to the teaching of the English language.