Demotivation in Second Language Learning: Evidences from Some English Majors from a Public University in China
DOI:
https://doi.org/10.14456/abacodijournal.2025.17Abstract
Demotivation often plays a significant role in undermining the expected outcome in L2 learning. This study, under the guidance of the Complex Dynamic System Theory, explored L2 demotivation among some Chinese university undergraduate English majors and obtained evidences about the processes and patterns of its dynamic changes across three academic years. A mixed methods methodology involving the triangulation of a questionnaire survey on L2 demotivation, Graphs of L2 Motivational Trajectory Modelling and stimulated recall interviews was employed. A large proportion of the participants of the study were found to be with demotivation in L2 learning despite having received three years of specialized training in English. The trajectory modelling of the evolvement of the motivation and demotivation revealed that each participant has experienced certain degree of demotivation, but with unique trajectory and experiences. The amalgamation of the graphs that modelled the trajectories revealed several patterns within the L2 demotivational dynamism, based on which different types of L2 motivational profiles were also identified
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