Students as the source of demotivation for teachers : A case study of Vietnamese university EFL teachers
The importance of having highly motivated teaching staffs is widely recognised and most teaching institutions implement various policies and incentives designed to stimulate their teachers' motivation. It is equally important to recognise forces which have the potential to demotivate teachers....
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| Veröffentlicht in: | Social psychology of education 2022-12, Vol.25 (6), p.1527-1544 |
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| creator | Tran, Linh H. Moskovsky, Christo |
| description | The importance of having highly motivated teaching staffs is widely recognised and most teaching institutions implement various policies and incentives designed to stimulate their teachers' motivation. It is equally important to
recognise forces which have the potential to demotivate teachers. Among these forces, previous research has shown student-related factors to be the most detrimental to teacher motivation. Our aims were to examine Vietnamese university
English as a Foreign Language (EFL) teachers' perceptions of student- related demotivating factors, and the ways these factors influence teachers and their teaching. Using semi-structured interviews, data were collected from 30
participating EFL teachers from 14 universities in Vietnam. The results of the study revealed that students' limited English proficiency, negative attitudes towards English and English language learning, poor classroom performance, and
low academic achievement as the most potent student-related demotivating factors for Vietnamese EFL teachers; these factors were found to have a range of negative consequences for teachers' emotions, behaviours, and attitudes. The
relative impact of these factors on participating teachers was subject to individual variation. Practical implications and limitations of the study are discussed. [Author abstract] |
| doi_str_mv | 10.1007/s11218-022-09732-4 |
| format | Article |
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recognise forces which have the potential to demotivate teachers. Among these forces, previous research has shown student-related factors to be the most detrimental to teacher motivation. Our aims were to examine Vietnamese university
English as a Foreign Language (EFL) teachers' perceptions of student- related demotivating factors, and the ways these factors influence teachers and their teaching. Using semi-structured interviews, data were collected from 30
participating EFL teachers from 14 universities in Vietnam. The results of the study revealed that students' limited English proficiency, negative attitudes towards English and English language learning, poor classroom performance, and
low academic achievement as the most potent student-related demotivating factors for Vietnamese EFL teachers; these factors were found to have a range of negative consequences for teachers' emotions, behaviours, and attitudes. The
relative impact of these factors on participating teachers was subject to individual variation. Practical implications and limitations of the study are discussed. [Author abstract]</description><identifier>ISSN: 1381-2890</identifier><identifier>EISSN: 1573-1928</identifier><identifier>DOI: 10.1007/s11218-022-09732-4</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Academic achievement ; Barriers ; Case studies ; College English ; College Faculty ; College students ; Education ; Educational psychology ; Employee motivation ; English (Second language) ; English as a second language ; English as a second language instruction ; English teachers ; Foreign Countries ; Higher education ; Individual differences ; Interviews ; Language Proficiency ; Language Teachers ; Limited English proficiency ; Limited English Speaking ; Low Achievement ; Methods ; Motivation ; Negative Attitudes ; Personality and Social Psychology ; Second Language Instruction ; Second language teachers ; Second language teaching ; Semi Structured Interviews ; Sociology of Education ; Student Attitudes ; Teacher attitudes ; Teacher Motivation ; Teachers ; Teaching ; Teaching Conditions ; Universities ; University faculty ; University teaching ; Vietnamese language ; Vietnamese students</subject><ispartof>Social psychology of education, 2022-12, Vol.25 (6), p.1527-1544</ispartof><rights>The Author(s) 2022</rights><rights>COPYRIGHT 2022 Springer</rights><rights>The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c442t-36b4ab7ff0d046ec69465bf22cdf8cbf78bac2227ef2c920bd41c091693f4b5a3</citedby><cites>FETCH-LOGICAL-c442t-36b4ab7ff0d046ec69465bf22cdf8cbf78bac2227ef2c920bd41c091693f4b5a3</cites><orcidid>0000-0003-0539-9594</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11218-022-09732-4$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11218-022-09732-4$$EHTML$$P50$$Gspringer$$Hfree_for_read</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1359820$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Tran, Linh H.</creatorcontrib><creatorcontrib>Moskovsky, Christo</creatorcontrib><title>Students as the source of demotivation for teachers : A case study of Vietnamese university EFL teachers</title><title>Social psychology of education</title><addtitle>Soc Psychol Educ</addtitle><description>The importance of having highly motivated teaching staffs is widely recognised and most teaching institutions implement various policies and incentives designed to stimulate their teachers' motivation. It is equally important to
recognise forces which have the potential to demotivate teachers. Among these forces, previous research has shown student-related factors to be the most detrimental to teacher motivation. Our aims were to examine Vietnamese university
English as a Foreign Language (EFL) teachers' perceptions of student- related demotivating factors, and the ways these factors influence teachers and their teaching. Using semi-structured interviews, data were collected from 30
participating EFL teachers from 14 universities in Vietnam. The results of the study revealed that students' limited English proficiency, negative attitudes towards English and English language learning, poor classroom performance, and
low academic achievement as the most potent student-related demotivating factors for Vietnamese EFL teachers; these factors were found to have a range of negative consequences for teachers' emotions, behaviours, and attitudes. The
relative impact of these factors on participating teachers was subject to individual variation. Practical implications and limitations of the study are discussed. [Author abstract]</description><subject>Academic achievement</subject><subject>Barriers</subject><subject>Case studies</subject><subject>College English</subject><subject>College Faculty</subject><subject>College students</subject><subject>Education</subject><subject>Educational psychology</subject><subject>Employee motivation</subject><subject>English (Second language)</subject><subject>English as a second language</subject><subject>English as a second language instruction</subject><subject>English teachers</subject><subject>Foreign Countries</subject><subject>Higher education</subject><subject>Individual differences</subject><subject>Interviews</subject><subject>Language Proficiency</subject><subject>Language Teachers</subject><subject>Limited English proficiency</subject><subject>Limited English Speaking</subject><subject>Low Achievement</subject><subject>Methods</subject><subject>Motivation</subject><subject>Negative Attitudes</subject><subject>Personality and Social Psychology</subject><subject>Second Language Instruction</subject><subject>Second language teachers</subject><subject>Second language teaching</subject><subject>Semi Structured Interviews</subject><subject>Sociology of Education</subject><subject>Student Attitudes</subject><subject>Teacher attitudes</subject><subject>Teacher Motivation</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching Conditions</subject><subject>Universities</subject><subject>University faculty</subject><subject>University teaching</subject><subject>Vietnamese language</subject><subject>Vietnamese 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as the source of demotivation for teachers : A case study of Vietnamese university EFL teachers</title><author>Tran, Linh H. ; Moskovsky, Christo</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c442t-36b4ab7ff0d046ec69465bf22cdf8cbf78bac2227ef2c920bd41c091693f4b5a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Academic achievement</topic><topic>Barriers</topic><topic>Case studies</topic><topic>College English</topic><topic>College Faculty</topic><topic>College students</topic><topic>Education</topic><topic>Educational psychology</topic><topic>Employee motivation</topic><topic>English (Second language)</topic><topic>English as a second language</topic><topic>English as a second language instruction</topic><topic>English teachers</topic><topic>Foreign Countries</topic><topic>Higher education</topic><topic>Individual 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It is equally important to
recognise forces which have the potential to demotivate teachers. Among these forces, previous research has shown student-related factors to be the most detrimental to teacher motivation. Our aims were to examine Vietnamese university
English as a Foreign Language (EFL) teachers' perceptions of student- related demotivating factors, and the ways these factors influence teachers and their teaching. Using semi-structured interviews, data were collected from 30
participating EFL teachers from 14 universities in Vietnam. The results of the study revealed that students' limited English proficiency, negative attitudes towards English and English language learning, poor classroom performance, and
low academic achievement as the most potent student-related demotivating factors for Vietnamese EFL teachers; these factors were found to have a range of negative consequences for teachers' emotions, behaviours, and attitudes. The
relative impact of these factors on participating teachers was subject to individual variation. Practical implications and limitations of the study are discussed. [Author abstract]</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s11218-022-09732-4</doi><tpages>18</tpages><orcidid>https://orcid.org/0000-0003-0539-9594</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Social psychology of education, 2022-12, Vol.25 (6), p.1527-1544 |
| issn | 1381-2890 1573-1928 |
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| source | Education Source; SpringerLink Journals |
| subjects | Academic achievement Barriers Case studies College English College Faculty College students Education Educational psychology Employee motivation English (Second language) English as a second language English as a second language instruction English teachers Foreign Countries Higher education Individual differences Interviews Language Proficiency Language Teachers Limited English proficiency Limited English Speaking Low Achievement Methods Motivation Negative Attitudes Personality and Social Psychology Second Language Instruction Second language teachers Second language teaching Semi Structured Interviews Sociology of Education Student Attitudes Teacher attitudes Teacher Motivation Teachers Teaching Teaching Conditions Universities University faculty University teaching Vietnamese language Vietnamese students |
| title | Students as the source of demotivation for teachers : A case study of Vietnamese university EFL teachers |
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