Exploring Factors Influencing Senior High School Students’ Motivation and Demotivation in EFL Learning

Abstract

This study investigates the key factors that influence senior high school students’ motivation and demotivation in learning English as a Foreign Language (EFL). Recognizing that both motivational drivers and barriers significantly impact student engagement and achievement, the research employs a mixed-method approach to provide a comprehensive understanding of these dynamics. Quantitative data were collected through a Likert-scale questionnaire administered to 111 grade XI students at SMA N 22 Maluku Tengah, while qualitative insights were gathered through semi-structured interviews with a purposive sample of ten students.

The findings reveal that intrinsic motivation—such as personal interest, cultural curiosity, and future career aspirations—is the most dominant factor influencing EFL learning. This is closely followed by extrinsic motivators like grades, praise, and social support. However, instructional demotivation, including lack of feedback and monotonous teaching methods, along with peer-related anxiety and negative past learning experiences, emerged as significant demotivating factors. The results highlight a convergence between intrinsic and extrinsic motivational elements, as well as the dual role of feedback and peer influence.

The study concludes that effective EFL teaching requires a balanced focus on cognitive, emotional, and social dimensions of learning. Teachers are encouraged to apply consistent, student-centered teaching strategies, foster supportive classroom environments, and deliver constructive feedback. The findings also suggest that long-term emotional associations with English learning—both positive and negative—must be addressed to sustain student motivation. This research contributes to the growing body of literature on learner motivation in EFL contexts and offers practical implications for curriculum development and teacher training.