Intervention Strategies for Student and Teacher Related Demotivating Factors in English Language Learning

This study aimed to investigate the topmost intervention strategies that can prevent the effects of student and teacher-related demotivating factors in English language learning. The five-point Likert scale “Intervention Strategies for Student and Teacher-Related Demotivating Factors in English Language Learning” questionnaire was used in collecting data to answer the research questions. The questionnaire is consisted of 60 strategies that are designed to prevent student and teacher-related demotivating factors. The analysis of the gathered data revealed the following results. On student related demotivating factors, the following intervention strategies emerged as the most accepted techniques in preventing demotivation caused by poor learning styles, negative personality, and low competence: 1. review lessons and activities before the class; 2. avoid making noise/disturbances in the class; and 3. listen attentively to lessons that are difficult to understand. On teacher related demotivating factors, the following intervention strategies emerged as the most accepted methods in the prevention of demotivation caused by poor teaching styles, negative personality, and low competence: 1. provide activities that help students understand the lessons; 2. recognize good performances in the class; and 3. explain clearly difficult lessons. On the other hand, the following intervention strategies are perceived as the least accepted approaches in dealing with demotivation for both student and teacher related factors: (students) 1. identify strategies that help him understand the lesson; 2. accept teacher’s opinions that are against his ideas; 3. discover learning strategies that help him comprehend; (teachers) 1. relate the subject matter to students’ experiences; 2. accept consultation outside class hours; and 3. ask advice on how to easily teach a specific lesson.