(De)motivation in the Preparatory Language Classroom: EFL Learners’ and Teachers’ Voices

This survey study aimed to explore EFL learners‟ (de)motivation in the preparatory classes at Eastern Mediterranean University (EMU). The survey involved 105 learners from the Pre-intermediate and Intermediate levels, as well as 30 English instructors of these learners. It adapted a questionnaire that was developed by Falout and Maruyama (2004) on the basis of the research to date and was reported to be a reliable tool (.87) The study addressed the following research questions: 1) To what extent are the preparatory EFL learners (de)motivated in their target language learning? 2) What are the language teachers‟ perceptions of their language learner‟s (de)motivational level? 3) Is there congruence between the respondents‟ „voices‟? The statistical analysis of the questionnaire data revealed the Cronbach‟s Alpha score of .88 for the Learners‟ Version, and .89 for the Teachers‟ Version of the Questionnaire. Further, the analysis of the EFL learners‟ responses showed overall an adequate level (M=3.74) of their motivation. These participants provided positive responses in relation to 36 items (averaging 3.50 or higher), and negative responses to 11 items (averaging below 3.5). However, the EFL teachers‟ perceptions of their learners‟ motivational level was overall lower (M=3.45) than that reported by the learners. The instructors expressed their favorable opinions in relation to 19 items, while less favorable opinions in relation to 28 items. Regarding the preparatory learners‟ reports across several factors, the analysis demonstrated their high motivational levels in relation to the Teacher (M=4.11), Attitude to the Target Community (M=3.99), Attitude to English (3.72); whereas adequate motivation in respect of Attitude of Group Members (M=3.58) and the Language Course (M=3.56), and lower motivation in relation to Self-confidence (M=3.15). As regards the language teachers‟ perceptions across the same factors, the analysis showed that they perceived their EFL learners as highly motivated in relation to the Teacher (M=4.12), Attitude to the Target Community (M=3.56), adequately motivated in respect of Attitude of Group Members (M=3.47); whereas less motivated in relation to Attitude to English (M=3.38), the Language Course (M=3.28), and Self-confidence (M=3.03). It should be noted that the overall average of the learners‟ reported motivational level in relation to the Teacher Factor was almost congruent with the overall average of the teachers‟ perceptions of their learners‟ motivational level in relation to the same factor. Further, the decreasing order of the overall averages of the learners‟ and teachers‟ responses was congruent in terms of the following factors: Attitude to the Target Community, the Language Course, and Self-confidence; whereas somewhat congruent in respect of such factors as Attitude to English and Attitude of Group Mmembers. However, except the Teacher Factor, the teachers perceived their learners as consistently less motivated across other factors as compared to the learner‟s related self-reports. Thus, the findings of the present survey seemed to indicate overall an adequate motivational level and a promising degree of congruence between the participants‟ voices in the preparatory EFL classrooms under investigation. However, the self- reported lower motivational level in relation to Self-confidence and perceived lack of motivation of the learners in respect of Attitude of Group Members, Attitude to English, the Language Course, as well as Self-confidence warranted attention. These results necessitate prompt pedagogical consideration and action on the part of the language school in order to improve the motivational level of the learners. This study can be considered significant in that it provided valuable insights into the motivational level in the preparatory English language classrooms. Keywords: (de)motivation, EFL preparatory learners, EFL teachers, factors