Demotivation and Dropout in Adult EFL Learners

Autor/inn/en	Evans, Matthew; Tragant, Elsa
Titel	Demotivation and Dropout in Adult EFL Learners
Quelle	In: TESL-EJ, 23 (2020) 4, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Student Motivation; Dropouts; Academic Persistence; Dropout Characteristics; Age Differences; Language Proficiency; Language Attitudes; Self Efficacy; English (Second Language); Adult Students; Public Colleges; Teaching Styles; Time Management; Stress Variables; Foreign Countries; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Schulische Motivation; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Age; Difference; Age difference; Altersunterschied; Language skill; Language skills; Sprachkompetenz; Sprachverhalten; Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lehrstil; Unterrichtsstil; Zeitmanagement; Ausland
Abstract	This study assesses the reasons behind learner dropout in adult EFL environments. Differences between two groups -- dropouts (N=154) and persistent learners (N=106) -- are examined using a questionnaire with qualitative and quantitative components. The study focussed on three areas: characteristics of the two groups (such as age and proficiency), their attitudes (self-efficacy, attitude to the language), and dropouts' perceptions of their language-learning experience. Significant differences were found in age and proficiency, among others, as well as in attitudes to the teacher and the language. When degree of demotivation is considered, further differences arise in attitudes to the course and in learners' perceived need to learn English for work. Dropouts tend to retain negative views of their teacher and of the course, showing that in-class factors are powerful demotives in adult language learning. Demotivated learners tended to attribute dropout to external factors, commonly mentioning poor teaching practice, a lack of speaking practice, and a discrepancy between their desired level and their perceived 'stagnant' level. The findings from this study inform teacher and administrator attitudes and behaviour in FL academies, helping them to identify learners who may be susceptible to, or who have already started down, the path to dropout. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01