Volume 16, Issue 1 (2025)
LRR 2025, 16(1): 29-57 |
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Jiang Q. Revisiting Classroom Climate: Exploring the Relationship between EFL Students’ Disengagement and Demotivation. LRR 2025; 16 (1) :29-57
URL: http://lrr.modares.ac.ir/article-14-74874-en.html
URL: http://lrr.modares.ac.ir/article-14-74874-en.html
Department of Language teaching, Foshan Polytechnic, Foshan 528000, China , nrtasiamia@126.com
Abstract: (796 Views)
Students’ engagement in classroom activities has been at the center of attention these days that affect learners’ success, mental health and alternatively, their disengagement impacts their achievement and may also affect their future professional well-being. Motivation is another important contributor to success in education, which is also in line with engagement. Likewise, demotivation has been a concentration point of instructional research; yet, it has not obtained much concentration in the realm of language acquisition. Indeed, English as Foreign Language (EFL) learners’ demotivation has an essential role in hindering their learning in the English language learning classroom. The level of these two concepts, namely disengagement and demotivation is influenced by different factors in students and as far as EFL teaching is concerned, one of these factors is school climate which is deemed as a predictor of academic success. Indeed, the learning climate has been attracting the attention of researchers for decades given that this construct improves or prevents student achievement and poor mental health. Nevertheless, its contribution to mitigating learners’ demotivation and disengagement has not been scrutinized yet. Accordingly, this review presents the power of the learning climate where EFL students are learning a language and its role in students’ demotivation and disengagement. Subsequently, this is followed by giving some implications for EFL teachers, school authorities, and researchers.
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