AN INVESTIGATION ON TEACHER-RELATED DEMOTIVATING FACTORS TO STUDENTS’ PARTICIPATION IN SPEAKING ACTIVITIES IN THE SECOND-DEGREE PROGRAM AT A UNIVERSITY

This article presents the findings of a study that investigates teacher-related factors demotivating students of the second-degree program at a university from participating in speaking activities. The research examines the perception of 100 students from three classes of the second-degree program towards teacher-related demotivating factors in comparison with that of 15 teachers of the same program. In order to obtain the most accurate results, a combination of both qualitative and quantitative research approaches with two primary instruments namely questionnaire survey and semi-structured interviews were employed. The study's findings reveal key demotivating factors as perceived by students including: the inauthenticity of speaking tasks; the lack of model speaking; the absence of pronunciation error correction; teachers’ unequal attention; and insensitive manner of giving feedback. Besides, there existed a remarkable disparity between teachers’ and students’ perception of demotivating factors. The results from the interviews suggest ways to assist students in overcoming demotivation in speaking lessons in correlation with the key demotives detected.